https://alumnijobs.cofc.edu Latest ALUMNI CAREER CENTER Jobs Sat, 30 May 2026 09:51:50 Z https://alumnijobs.cofc.edu/jobs/rss/22310280/teacher-early-childhood-education-4107c-86533 https://alumnijobs.cofc.edu/jobs/rss/22310280/teacher-early-childhood-education-4107c-86533 Berkeley, California, Teacher, Early Childhood Education (4107C) 86533 About Berkeley At the University of California, Berkeley, we are dedicated to fostering a community where everyone feels welcome and can thrive. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff. As a world-leading institution, Berkeley is known for its academic and research excellence, public mission, diverse student body, and commitment to equity and social justice. Since our founding in 1868, we have driven innovation, creating global intellectual, economic and social value. We are looking for applicants who reflect California's diversity and want to be part of an inclusive, equity-focused community that views education as a matter of social justice. Please consider whether your values align with our Guiding Values and Principles , Principles of Community , and Strategic Plan . At UC Berkeley, we believe that learning is a fundamental part of working, and provide space for supportive colleague communities via numerous employee resource groups (staff organizations). Our goal is for everyone on the Berkeley campus to feel supported and equipped to realize their full potential. We actively support this by providing all of our full-time staff employees with at least 80 hours (10 days) of paid time per year to engage in professional development activities. Find out more about how you can grow your career at UC Berkeley. Departmental Overview Residential and Student Services Programs is part of the Division of Student Affairs under the direction of the Associate Vice Chancellor of Residential and Student Service Programs (RSSP). RSSP provides and manages residential student housing, residential life programs, residential dining, as well as early care & education services for students, faculty, and staff. RSSP also conducts a summer conference and year-round catering business, operates seven campus restaurants, and manages twenty-six faculty apartments. RSSP's annual operating budget is $150,000,000 and the cluster employs over 2500 career, limited, contract and student employees creating a 'culture of care' for our students and all other customers and stakeholders. The Early Childhood Education Program (ECEP) serves over 260 children (3 months through pre-kindergarten) of university (faculty, staff and students) and community families. The program consists of over 60 career FTE, 10 30+ limited and per diem substitutes, and 60 - 80 student assistants who work daily with children and families in the program to assure quality early education experiences that best nurture and develop the individual child, support a family responsive environment for the university and advance the field of early childhood education. Position Summary This position requires a strong foundation in ECE pedagogy and developmentally appropriate care and educational practices for young children in a group setting that utilizes low adult to child ratios. Under general supervision, responsible for supporting a play-based, emergent curriculum including preparing and implementing lesson plans which best meet the individual needs of children within the context of a group setting. The curriculum is 'emergent' because it is derived from the children's interest and is teacher-facilitated rather than teacher-directed. Teachers develop and lead small and large group activities appropriate to the age and developmental level of children assigned. The program also commonly follows the National Association for the Education of Young Children (NAEYC) best practices and a care giving philosophy recommended by the Program for Infant and Toddler Care (PITC). Teachers are responsible for child screening and ongoing assessment based on established child development milestones to better support the individual needs of each child and to determine whether any referrals are necessary for more formal screening and assessment. Teachers are also responsible for regular parent communication and interaction regarding their child's progress and adherence to local, state and federal standards as well as all licensing regulations pertaining to children in group care settings. Excellent communication and a commitment to teamwork is core to the success of this position. Application Review Date The First Review Date for this job is June 10, 2026 Responsibilities Teaching Responsibilities Provides primary caregiving in a safe and developmentally appropriate manner aligned with CCL, CDSS and CDE requirements and ECEP's curriculum and philosophy practices. Maintains daily intake forms and ensures daily professional communication with parents. Escalates parent communication for injuries above the neck, injuries that break the skin, injuries requiring first-aid treatment and/or behavior/developmental concerns. Prepares materials and classroom opportunities that supports the emerging interests of the children and supports their individual needs. Plans and provides activities that stimulate children's curiosity and abilities and encourages their social emotional, fine and gross motor, language, pre-literacy, and other critical developmental foundational skills. Participates in intake for new students and parent/teacher conferences (fall and spring) or more frequently if needed. Collaborates with classroom team members to develop programs and summary of findings that relates to Desired Results Developmental Profile (DRDP) findings, and related ITERS/ECERS ratings which evaluates the classroom environment. Also, working knowledge of the Classroom Assessment Scoring System (CLASS), where appropriate to evaluate teacher/child interactions and engaging environments. Performs and records focused child observations which includes CDE/CDSS required DRDP assessments for all children using the ECEP designated software system. Attends ECEP sponsored trainings and supports any other classroom and quality/teaching effectiveness tools and software that may also be used as the program adopts new approaches based on research and CDE/CDSS and other funding requirements. Includes all children regardless of developmental level and or presenting temperament without bias, or exclusion from activities that separates children from the group. Supports and maintains NAEYC 'best practices' and NAEYC Code of Ethical Conduct and Commitment. Supports PITC philosophy in infant/toddler rooms and young preschool rooms, where operationally possible and appropriate, recognizing that some children may need to be moved to different teachers and/or classrooms based on the individual child's developmental needs and updates needs and services plans quarterly. Classroom Responsibilities Maintains a positive, safe and nurturing environment for young children and families. Develops trusting and professional relationships with children, parents, and colleagues. Performs daily health and safety checks on children throughout the day and alerts parent(s), classroom families, and Center Director or Site Supervisor as appropriate. Conducts classroom equipment and playground safety inspections daily and notifies Center Director or Site Supervisor for areas requiring maintenance or replacement. Maintains a well organized classroom by continually restoring and enhancing the environment so it's suitable for young children. Establishes and updates needs and services plan, DRDP portfolio (electronic), and assessment of each child in primary care group. Models ECEP philosophy and standards of professionalism. Coaches substitute teachers, student assistants and volunteers and communicates performance or training issues to the Center Director or Site Supervisor in a timely manner. Completes classroom environmental ratings (ITERS/ECERS) annually and ERS Summary of Findings. Maintains child family confidentiality of information and records. Ensure parents sign-in/sign out during assigned shift; be aware of attendance throughout the shift to ensure appropriate ratios and child safety, and record meal counts at point of service Practices emergency drills as required by state regulations. Supports classroom team by taking time to share relevant information with co-workers as soon as possible without jeopardizing supervision of children. Uses respectful language and positive guidance when addressing children's behavior in the classroom. Participates in classroom management to maintain a positive learning atmosphere. Includes all children regardless of developmental level, cultural background and primary language spoken, and/or expressed behavior or personality. Professional Responsibilities Provides additional on-the-job training and on-going coaching to assigned student assistants (SA) in collaboration with Center Director or Site Supervisor as outlined in ECEP Teacher Resource Guide (Staff Handbook) and provides input into their evaluation. Provides input to the Center Director or Site Supervisor on training and resources to improve SA hiring and training process. Participates in classroom parent meetings, parent conferences and special center events. Plans and leads center intake meetings and orientation of new families. Contributes to the center newsletter and communications. Represents ECEP by being professional at all times, responsive, caring and informative in communication with parents, fellow teachers, co-workers, and the campus community at large. Does not share internal conflict or philosophical/curriculum disagreements with parents and others and when unsure, consults with Center Director or Site Supervisor on communication. Develops collaborative and respectful relationships with peers, supervisors and managers. Attends all required meetings which includes staff and individual required training, staff meetings, team meetings, enrollment & program update related open houses, individual performance reviews, as scheduled and assigned by supervisor. Addresses conflicts in a timely manner and involves Center Director or Site Supervisor. Human Resources, and or other management members when appropriate. Immediately informs the Center Director or Site Supervisor of emerging parent conflict. Adheres to policies in the ECEP Teacher Resource Guide (Staff Handbook) including, but not limited to: health and safety policies, program philosophy guidelines, use of prep time, and any other policies and procedures therein. Models intentional learning and supportive emerging literacy practices in all interactions with children and always models appropriate professional behavior including calm tone when in presence or hearing distance of children. Performs other duties as assigned by supervisor that are appropriate to classification and within CBA. Required Qualifications Demonstrated ability to perform basic computer use, including: keyboard and mouse, simple data entry, use of email software and internet search. Proficiency with basic level MS Word and DRDP Technologies. Ability to safely manage multiple children (within established ratios) and provide engaging activities and appropriate interactions to encourage learning and social emotional development. Demonstrated time management skills to develop appropriate lesson plans and meet all reporting requirements for tracking student development and adjust to unexpected team shift absences. Ability to proofread own work (DRDPs, documentation boards, email or other communication, etc.) for accuracy. Ability to work with a variety of clientele professionally using patience, tact, sensitivity and diplomacy. Demonstrated ability and experience to teach and work independently in a center-based child care program. Knowledge of developmental needs and appropriate learning experiences for children 3 months to 5 years. Familiarity with child development theory and practice. Must have received fingerprint clearance through the Department of Social Services Community Care Licensing Division. Background clearance must be maintained while employed as a Teacher. Effective written and verbal communication skills. Maintains current CA Commission on Teacher Credentialing Child Development Teacher Permit or higher. Maintains current EMSA Pediatric CPR/First Aid certification (if not, must obtain within the first 3 months of employment). Must have 3 or more Infant/Toddler development units. If hired for an Infant/Toddler room. Must complete blood borne pathogen training annually - upon hire. Salary & Benefits For information on the comprehensive benefits package offered by the University, please visit the University of California's Compensation & Benefits website. Under California law, the University of California, Berkeley is required to provide a reasonable estimate of the compensation range for this role and should not offer a salary outside of the range posted in this job announcement. This range takes into account the wide range of factors that are considered in making compensation decisions including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, analysis of internal equity, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience. The budgeted hourly range that the University reasonably expects to pay for this position is $28.93 (Step 4) - $30.22 (Step 6). How to Apply To apply, please submit your resume and cover letter. Other Information This position is governed by the terms and conditions in the agreement for the Clerical & Allied Services Unit (CX) between the University of California and Teamsters Local 2010. The current bargaining agreement manual can be found at: http://ucnet.universityofcalifornia.edu/labor/bargaining-units/cx/index.html This is not a visa opportunity. This position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee. Conviction History Background This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check. Physical Exam Employment is contingent upon passing a physical exam. Proof of current TB clearance, up-to-date measles vaccination and health screening clearance along with any new States or UC Berkeley health requirements for the position prior to working with young children. Mandated Reporter This position has been identified as a Mandated Reporter required to report the observed or suspected abuse or neglect of children, dependent adults, or elders to designated law enforcement or social service agencies. We reserve the right to make employment contingent upon completion of signed statements acknowledging the responsibilities of a Mandated Reporter. Disclosure As a condition of employment, the final candidate who accepts a conditional offer of employment will be required to disclose if they have been subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct; received notice of any allegations or are currently the subject of any administrative or disciplinary proceedings involving misconduct; have left a position after receiving notice of allegations or while under investigation in an administrative or disciplinary proceeding involving misconduct; or have filed an appeal of a finding of misconduct with a previous employer. 'Misconduct' means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. For reference, below are UC's policies addressing some forms of misconduct: UC Sexual Violence and Sexual Harassment Policy UC Anti-Discrimination Policy Abusive Conduct in the Workplace Equal Employment Opportunity The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law. To apply, visit https://careerspub.universityofcalifornia.edu/psc/ucb/EMPLOYEE/HRMS/c/HRS_HRAM_FL.HRS_CG_SEARCH_FL.GBL?Page=HRS_APP_JBPST_FL&JobOpeningId=86533&PostingSeq=1&SiteId=21&languageCd=ENG&FOCUS=Applicant Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-fc3feeb87332a64583f9e8c24f552372 Sat, 30 May 2026 02:53:20 -0400 https://alumnijobs.cofc.edu/jobs/rss/22309785/early-childhood-program-specialist-2 https://alumnijobs.cofc.edu/jobs/rss/22309785/early-childhood-program-specialist-2 Pullman, Washington, Early Childhood Program Specialist 2 Online applications must be received before 11:59pm on: June 4, 2026 If a date is not listed above, review the Applicant Instructions below for more details. Available Title(s): 256B-YN_CS_NPS - Early Childhood Program Specialist 2 Business Title: Early Childhood Program Specialist 2 Employee Type: Classified Position Details: The Opportunity: As an Early Childhood Program Specialist 2 , you will assist in implementing the educational curriculum and supporting the overall operation of an infant, toddler, preschool, or school-age classroom. In this role, you will help maintain a safe, healthy, and developmentally appropriate learning environment; support child assessments; and assist in planning, implementing, and evaluating children's activities. You will interact regularly with children and parents, help direct student staff and volunteers, and assist in maintaining required records. Additionally, you will support maintaining a classroom environment that meets childcare licensing and accreditation standards and contribute to providing feedback and evaluating the progress of student staff. You may also temporarily assume leadership of the classroom in the absence of the Early Childhood Program Specialist 3. Additional Information: This is a full time (100 % FTE), permanent position. This position is overtime eligible . Monthly Salary: $3,752 to $5,011 | Range 42 Steps A - M | Successful candidates are typically hired at the beginning of the salary range and receive scheduled salary increment increases in accordance with WAC 357-28 . In accordance with RCW 49.58.110 , the above salary reflects the full salary range for this position. Individual placement within the range is based on the candidate's current experience, education, skills, and abilities related to the position. Benefits: WSU offers a comprehensive benefits package which includes paid sick and vacation leave; paid holidays; medical, dental, life and disability insurance package for employees and dependents; retirement; deferred compensation, optional supplemental retirement accounts; training and development; and employee tuition waiver. For additional information, please review the detailed Summary of Benefits offered by WSU for Classified staff and Total Compensation . Required Qualifications: One year of experience in an early childhood program and thirty quarter credit hours in early childhood development/education/special education; OR equivalent education/experience. Associates degree in Child Development or Early Childhood Development OR Bachelor's degree in Early Childhood or Elementary Education. Must meet the required criteria of having 12 aligned college credits in ECE Core Competencies or a CDA (Child Development Associate) within 5 years of hire. See the following links for more information https://www.dcyf.wa.gov/sites/default/files/pubs/EPS_0039.pdf WAC 110-300-0100 Must meet and understand the requirements for the following: WAC 110-300-0120 Providing for personal, professional, and health needs of staff WAC 110-300-0105 Preservice requirements Preferred Qualifications: Two (2) years experience with children in group child care setting. Knowledge of developmentally appropriate practices with young children. Experience working with infants/toddlers in an education or childcare setting. Proven leadership skills. Demonstrated excellent communication skills with parents, children and co-workers. Position Sponsorship Eligibility: Not eligible for work visa sponsorship About Department/College/Area/ Campus - Children's Center | Washington State University Area/College: College of Agricultural, Human, and Natural Resource Sciences (CAHNRS) Department Name: Children's Center Location: Pullman, WA Application Instructions: Applicants must upload the following required documents to their online application. Application materials should clearly communicate how the applicant meets all required qualifications and additional requirements. 1) Resume 2) Cover Letter External candidates , upload all documents in the 'Application Document' section of your application. Current WSU Employees (internal candidates) , before starting your Workday application, please use these instructions to update your education and experience in your worker profile in Workday . Internal candidates, upload all documents in the 'Resume/Cover Letter' section of your application. Documents may be submitted as one file or separate files. Applicants are encouraged to upload as a PDF, if possible. Reference contact information will be requested later in the recruitment process through Workday. Background Check: This position has been designated by the department to require a background check because it requires access to children or vulnerable adults as defined by RCW 74.34 , engages in law enforcement, requires security clearance, interacts with WSU students in a counseling or advising capacity, has access to personal identifying and/or financial information, unsupervised access to university buildings/property, or other business-related need. A background check will not be completed until an initial determination of qualification for employment has been made. Time Type: Full time Position Term: 12 Month Washington State University encourages all qualified candidates to apply, including members of the military and veterans, and persons with disabilities. WSU employs only U.S. citizens and lawfully authorized non-U.S. citizens. All new employees must show employment eligibility verification as required by the U.S. Citizenship and Immigration Services. WSU is committed to providing access and reasonable accommodation in its services, programs, activities, education and employment for individuals with disabilities. To request disability accommodation in the application process, contact Human Resource Services: 509-335-4521 (v), Washington State TDD Relay Service: Voice Callers: 1-800-833-6384; TDD Callers: 1-800-833-6388, 509-335-1259(f), or hrs@wsu.edu . Notice of Non-Discrimination In matters of admission, employment, housing or services, or in the educational programs or activities it operates, WSU does not discriminate or permit discrimination by any member of its community against any individual on the basis of sex, race, color, national or ethnic origin, physical disability, mental disability, sensory disability, use of a trained service animal, age, religion, creed, genetic information, marital status, sexual orientation, gender identity, protected veteran status, honorably discharged veteran, member of the military, or immigration or citizenship status except as authorized by federal or state law, regulation, or government contract. Inquiries about the application of federal and state laws and regulations (including inquiries regarding the application of Title IX, ADA/Section 504, and implementing regulations), as well as reports and complaints of discrimination and harassment, can be made verbally or in writing to WSU's Compliance and Civil Rights, the Department of Education's Office of Civil Rights, or both. More information, resources, and contact information are available here: https://ccr.wsu.edu/notice-of-nondiscrimination/ To apply, visit https://wsu.wd5.myworkdayjobs.com/en-US/WSU_Jobs/job/Pullman-WA/Early-Childhood-Program-Specialist-2_R-14967 Washington State University is an Equal Opportunity/Affirmative Action Educator and Employer. Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-9e5062883bb9ca44a675aa47e6259127 Sat, 30 May 2026 02:22:37 -0400 https://alumnijobs.cofc.edu/jobs/rss/22307076/assistant-or-associate-professor-of-counseling https://alumnijobs.cofc.edu/jobs/rss/22307076/assistant-or-associate-professor-of-counseling Detroit, Michigan, Job ID UF9955-0110-1946 Position Summary    University of Detroit Mercy Department Counseling program invites applications for a tenure-track position at the assistant or associate professor rank in our nationally-recognized Counseling program to begin August, 2026. The Counseling program offers Master’s programs with specialties in Addiction, Clinical Mental Health, and School Counseling, and a doctoral program to be launched in Fall, 2027. Responsibilities include teaching core courses in the Counseling program, engaging in research and scholarly activities, student advising, curriculum oversight, and providing an array of service activities. Teaching is exclusively and intentionally face-to-face, delivered in our campus-based counseling program in the heart of the city of Detroit. The Counseling program also operates a completely no-cost Counseling Clinic to serve the mental and behavioral health needs of the public while also operating as a teaching Clinic.  Typical teaching load includes nine credit hours per semester with a nine-month appointment. Supplemental summer appointments in teaching are also available.  Minimum Qualifications    Ph.D. in Counseling from a CACREP-accredited program within a non-profit, traditional academic institution; Master’s degree in Counseling from a CACREP-accredited program from a non-profit, traditional academic institution; Clinical practice experience;  Licensed Professional Counselor/equivalent and/or ability to attain full licensure in Michigan; Potential for or record of successful teaching; Potential for or record of scholarly productivity; Demonstrated commitment to social justice and advocacy.  Preferred Qualifications Significant counseling experience excluding practicum and internship; Record of peer-reviewed publication(s) and/or other scholarly publishing; Experience working in an urban environment and/or experience with marginalized individuals. Physical Requirements    The job may require lifting lightweight objects (1 to 15 pounds) with no repetitive bending or stooping. Work Environment    Regular exposure to a standard office and classroom conditions. Salary/Pay Information Rank and salary will be commensurate with experience. The university has excellent benefits including medical and dental insurance, retirement plan with match and tuition benefits for employees and their dependents.  Anticipated Schedule    Schedule subject to change pending semester workload. Additional Information     Consideration of Associate Professor Rank: To be considered for the rank of Associate Professor, applicants  must currently hold the rank of Associate Professor . Such applications will be evaluated consistent with department, college, and university criteria for Associate Professor rank that include but are not limited to demonstrated excellence in teaching, a strong record of scholarship, and a record of service at various levels within the University and to the profession. Applications should include :  Current CV Names and contact information of 4 references. A letter of interest indicating one’s qualifications for the position.  Applications are due  June 20, 2026 , and review of applications will begin immediately until the position is filled. Please direct any questions about the position to Dr. Nancy Calleja, Department Chair, at calleyng@udmercy.edu  Employee Benefits At the University of Detroit Mercy we continually strive to provide a high-quality, comprehensive benefits package to our valued employees. We offer our employees the following:  · Medical -       o Three health plans to choose from with a large national provider network · Dental -      o Option to purchase additional dental plan through Sun Life  Dental Care is available at the School of Dentistry to the employee, the employee's spouse or legally domiciled adult and dependents (dependents shall be as defined for Internal Revenue Service purposes). The fee for such services shall be waived for the employee, the employee's spouse or legally domiciled adult and dependents, up to a cap of $3,000 per individual per calendar year. Beyond the $3,000 cap amount, employees will be responsible to pay 25% of any remaining fees for the balance of that year. · Vision -  o Option to purchase additional vision plan through Heritage Vision benefits available at Detroit Mercy Eye Institute $35 Comprehensive Eye Exam Contact Lens Exam starting at $7o 50% off Optical Frames 25% off Sun Frames 30% off Prescription Lenses 20% off Prescription Contact Lenses *Cannot be combined with insurance* · Health Savings Account and Flexible Spending Account options · Employee Assistance Program -      o Provided to everyone in your household · Short-Term and Long-Term Disability · Life and AD&D -        o One times base salary up to a hundred thousand dollars · Option to purchase additional life insurance, accident insurance, and/or critical illness insurance · Tuition Remission Benefit for you, your spouse, and children · Retirement Plan -  Employees have a choice of the following: Employees who contribute 3% shall receive an Employer contribution of 6%, and employees who contribute 4% in the plan shall receive an Employer contribution of 8%.   Michigan’s largest, most comprehensive private University, University of Detroit Mercy is an independent Catholic institution of higher education sponsored by the Sisters of Mercy and Society of Jesus. Detroit Mercy seeks qualified candidates who will contribute to the University’s mission, diversity, and excellence of its academic community. University of Detroit Mercy is an Equal Opportunity Affirmative Action Employer with a diverse student body and welcomes persons of all backgrounds.  Rank and salary will be commensurate with experience. The university has excellent benefits including medical and dental insurance, retirement plan with match and tuition benefits for employees and their dependents. Thu, 28 May 2026 09:39:24 -0400 https://alumnijobs.cofc.edu/jobs/rss/22303891/elementary-bilingual-education-part-time-lecturer-clinical-coach-pool https://alumnijobs.cofc.edu/jobs/rss/22303891/elementary-bilingual-education-part-time-lecturer-clinical-coach-pool Fullerton, California, Elementary & Bilingual Education - Part-Time Lecturer Clinical Coach Pool Department of Elementary & Bilingual Education Part-Time Lecturer Clinical Coach Pool POSITION The Department of Elementary & Bilingual Education at CSU Fullerton invites applications for its Part-Time Lecturer Clinical Coach Pool. We welcome applications from individuals who are experienced in part-time teaching as a clinical coach for student teaching in the Elementary Credential program. This is a pool of part-time lecturers for the department to draw on as necessary. Qualified applicants will be contacted when positions are available. APPOINTMENTS FROM THE PART-TIME POOL ARE TEMPORARY AND OFTEN MADE JUST PRIOR TO THE START OF THE ACADEMIC TERM. APPLICANTS MUST BE AVAILABLE ON VERY SHORT NOTICE. REQUIRED QUALIFICATIONS Current or expired clear multiple subject teaching credential with 3 years' experience OR 3 years' equivalent experience working with preK-8 students in diverse settings. Committed to Just, Equitable, and Inclusive education. Knowledge of the current context of public schooling including the California adopted P-12 content standards, frameworks, and accountability systems. Knowledgeable of Teacher Performance Expectations (TPE) and able to support candidate development pertaining to the TPE's and TPA's. Knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation Demonstrated ability to effectively work with students from intersecting historically marginalized social groups using innovative instructional approaches and methods Committed to ongoing professional development to maintain currency in the field, including effective use of technology Ability to use current technologies to effectively communicate and share documents with candidates and mentor teachers. PREFERRED QUALIFICATIONS Master's degree in education or a closely related field Demonstrated experience using anti-racist teaching and social justice pedagogies. Bilingual or Biliterate or have experience working with bilingual/biliterate students Experience with supporting teachers, teacher candidates and/or new teachers. Active in subject matter professional organizations HOW TO APPLY A complete online application must be submitted in order to receive consideration. Please provide the following materials as it relates to your application requirements: Required materials at time of application: Letter of interest or Cover Letter Curriculum Vitae (CV) or Resume A list of three (3) references with contact information Unofficial transcripts (official transcripts upon hired) Inclusive Excellence Statement Required materials before official hire: Three letters of recommendation Official transcripts from the institution's Registrar's office emailed to: atellez@fullerton.edu Applications will be reviewed as needed. Please direct all questions about the position to: Dr. Michelle Brye, mvanderveldt@fullerton.edu , Department Chair. JEIE STATEMENT PROMPT All College of Education students leave with a perspective that recognizes, acknowledges, and respects the knowledge and strengths all students bring from their communities. This perspective is known as Just, Equitable, and Inclusive Education (JEIE) and is evident in all our programs. College of Education students use this perspective to make community-based assets an integral component of curricular and pedagogical development. In this way, our graduates learn to value and draw upon students' backgrounds not only to support them in developing skills leading to success in the broader society, but also as a mechanism to transform our communities. We believe that all faculty and staff who work for the college must share these same commitments. Click here http://ed.fullerton.edu/about-the-college/jeie.php to learn more about Just, Equitable, and Inclusive Education (JEIE). The statement should focus on your commitment to just, equitable, and inclusive education. This statement can take several different forms and may address: Your contribution to issues of JEIE How you incorporate issues of JEIE into your teaching materials and methods or in your research How you have personally experienced issues regarding JEIE Your experiences and/or qualifications that enhance your ability to work with diverse groups The prompt will be evaluated for what it tells us about your knowledge, application, experience and expertise as it relates to JEIE. The strongest statements will include attention to the intersectionality of JEIE elements. APPOINTMENT DATE AND ACADEMIC CALENDAR The need for part-time faculty is greatest in Fall and Spring semesters. The Fall term begins in the late August and ends in mid-December; the Spring term runs from the middle of January through the end of May. On rare occasions part-time faculty are needed during one of the Summer Session segments. PERFORMANCE EVALUATION Regular performance evaluations of part-time lecturers are made by the department in accord with the faculty Collective Bargaining Agreement and University Policy Statement 210.070. These performance evaluations determine which lecturers will be retained for future and continued teaching assignments. And in some instances, syllabi, assignments and reading material will be reviewed by the departmental personnel committee. APPOINTMENT AND SALARY All part-time faculty appointments are made as Lecturers, under the terms of the Collective Bargaining Agreement between the CSU system and the California Faculty Association. Initial appointments are for one semester only. Classification Range: $5,507 - $6,677 per month Anticipated hiring range depending on qualifications, not to exceed $6,221 per month The full-time (15 units per semester) monthly base salaries indicated above are prorated to the number of units worked and are paid in six monthly payments for each full semester. For a three-unit assignment, typical starting compensation ranges from $6,608.40 to $7,465.20 per semester. For a description of potential benefits, go to: https://hr.fullerton.edu/total-wellness/health-benefits.html ABOUT THE COLLEGE AND THE PROGRAM The theme 'Reach. Teach. Impact' is the foundation of the College of Education's conceptual framework for program-specific learning outcomes that guide the operation of all initial and advanced programs in the college. These outcomes provide benchmarks to ensure that our candidates exit their programs as just, equitable and inclusive educators and leaders who possess the knowledge, skills, and dispositions to: REACH the intersecting social identities of all learners through the critical examination of implicit and explicit biases and privileges in order to provide fair, respectful, non-discriminatory, equitable, inclusive, and humanizing learning environments. TEACH through an anti-racist lens using culturally and linguistically relevant strategies, including educational technologies and community engagement, to provide equitable opportunities and supports necessary for all learners to attain high-quality outcomes. IMPACT schools and communities through a commitment to dismantling systems of oppression by supporting students, teachers, and leaders as citizens in a highly diverse, global, interconnected, and digital world. The Department of Elementary & Bilingual Education The Department of Elementary & Bilingual Education is responsive to the diverse communities we serve, and committed to just, equitable and inclusive education, faculty collaborate and innovate to prepare educators in several existing programs: Multiple Subject Teaching Credential Combined Masters and Teaching Credential Masters in Education in Elementary Curriculum and Instruction Masters in Educational Technology ABOUT CSUF Standing on 241 acres at the heart of Southern California, the university was founded in 1957 and has grown into a population of over 45,000 students. As Titans, we believe that diverse perspectives deepen our understanding. We are committed to giving students the support they need to graduate, while responding to California's revolving work force needs. At California State University, Fullerton we strive for continual improvement of students, staff, faculty and administrators through orientations, training programs and professional development opportunities. As part of the Titan Community, you have access to many campus facilities and services including but not limited to the Grand Central Art Center in Santa Ana, CSUF Garden Grove Center, Fullerton Arboretum, cultural events and performances in the Clayes Performing Arts Center, Cal State Fullerton Athletics sports events, Titan Recreation Center, and the Employee Wellness Program. California State University, Fullerton celebrates all forms of diversity and is deeply committed to fostering an inclusive environment where students, staff, administrators, and faculty thrive. Individuals interested in advancing the University's strategic goals are strongly encouraged to apply. Reasonable accommodations will be provided for qualified applicants with disabilities who self-disclose. MANDATED REPORTER PER CANRA The person holding this position is considered a mandated reporter' under the California Child Abuse And Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083, revised July 21, 2017, as a condition of employment. CRIMINAL BACKGROUND CLEARANCE NOTICE This offer is contingent upon the completion of a satisfactory background check and may be rescinded if the background check reveals disqualifying information and/or if information was knowingly withheld or falsified. Please note, that continued employment is contingent upon your successful completion of a background screening as required under CSU policy. Faculty rehired at CSUF after a break in service of 12 or more months who have not had a CSUF background check within the past 12 months will be subject to a new background check; rehire is contingent upon the satisfactory completion of the new background check OUT-OF-STATE EMPLOYMENT POLICY In accordance with the California State University (CSU) Out-of-State Employment Policy, the CSU is a state entity whose business operations reside within the State of California and requires hiring employees to perform CSU related work within the State of California. TITLE IX https://apptrkr.com/get_redirect.php?id=7188499&targetURL= CRIMINAL BACKGROUND CLEARANCE NOTICE This offer is contingent upon the completion of a satisfactory background check and may be rescinded if the background check reveals disqualifying information and/or if information was knowingly withheld or falsified. Please note, that continued employment is contingent upon your successful completion of a background screening as required under CSU policy. Faculty rehired at CSUF after a break in service of 12 or more months who have not had a CSUF background check within the past 12 months will be subject to a new background check; rehire is contingent upon the satisfactory completion of the new background check OUT-OF-STATE EMPLOYMENT POLICY In accordance with the California State University (CSU) Out-of-State Employment Policy, the CSU is a state entity whose business operations reside within the State of California and requires hiring employees to perform CSU related work within the State of California. TITLE IX https://apptrkr.com/get_redirect.php?id=7188499&targetURL=In accordance with the California State University (CSU) Out-of-State Employment Policy, the CSU is a state entity whose business operations reside within the State of California and requires hiring employees to perform CSU related work within the State of California. TITLE IX Notice of Non-Discrimination on the Basis of Gender or Sex and Contact Information for Title IX Coordinator EDUCATION CODE 89521 REQUIREMENTS Applicants will be required to disclose whether they have received a final administrative decision or final judicial decision determining that they have committed sexual harassment within the last 7 years only after a determination is made that they meet the minimum qualifications for the position, and before an offer of employment is extended. Applicants who reach the final stages of the application process must also sign a release form that authorizes the release of information by the applicant's current and/or former employers to the CSU concerning any substantiated allegations of misconduct. To apply, visit https://careers.pageuppeople.com/873/fl/en-us/job/558566/elementary-bilingual-education-parttime-lecturer-clinical-coach-pool Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-b2631f8558b4ae448c475cc9dbbf6a3c Sat, 30 May 2026 02:27:41 -0400 https://alumnijobs.cofc.edu/jobs/rss/22303897/special-education-part-time-lecturer-pool https://alumnijobs.cofc.edu/jobs/rss/22303897/special-education-part-time-lecturer-pool Fullerton, California, Special Education - Part-Time Lecturer Pool Department of Special Education Part-Time Lecturer Pool POSITION The Department of Special Education at CSU Fullerton invites applications for its Part-Time Lecturer Pool. We welcome applications from individuals who are experienced and student centered to teach in the Education Specialist Teaching Credential and/or Special Education master's program. This a general recruitment for a pool of part-time lecturers for the department to draw from as needed. Qualified applicants will be contacted when positions are available. APPOINTMENTS FROM THE PART-TIME POOL ARE TEMPORARY AND OFTEN MADE JUST PRIOR TO THE START OF THE ACADEMIC TERM. APPLICANTS MUST BE AVAILABLE ON VERY SHORT NOTICE. REQUIRED QUALIFICATIONS Current or expired clear Education Specialist Credential with 3 years' experience OR 3 years' equivalent experience working with birth - 22 youth in diverse settings. Demonstrated commitment to Just, Equitable, and Inclusive education Knowledge of the current context of public schooling, including the California adopted birth-22 content standards, frameworks, and accountability systems Knowledgeable of Teacher Performance Expectations (TPE) and able to support candidate development pertaining to the TPE's and TPA's. Knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation Demonstrated ability to effectively work with students from intersecting historically marginalized social groups using innovative instructional approaches and methods Committed to ongoing professional development to maintain currency in the field, including effective use of technology Ability to use current technologies to effectively communicate and share documents with candidates and mentor teachers. Note: Clinical coaches without a master's degree are not eligible to teach any prerequisite or credential courses in the program. They may only supervise students in field placements. PREFERRED QUALIFICATIONS Master's Degree in special education or a closely related field. Demonstrated experience using anti-racist teaching and social justice pedagogies Plurilingual or have experience working with plurilingual students Experience supporting teachers, teacher candidates, and/or new teachers. Active in subject matter professional organizations HOW TO APPLY A complete online application must be submitted in order to receive consideration. Please provide the following materials as it relates to your application requirements: Required materials at time of application: Letter of interest or Cover Letter Curriculum Vitae (CV) or Resume A list of three (3) references with contact information Unofficial transcripts (official transcripts upon offer) Inclusive Excellence Statement Required materials before official hire: Three letters of recommendation Official transcripts from the institution's Registrar's office emailed to: atellez@fullerton.edu Applications will be reviewed as needed Please direct all questions about the position to Dr. Adrian Jung ( ajung@fullerton.edu ), Department Chair. JEIE STATEMENT PROMPT All College of Education students leave with a perspective that recognizes, acknowledges, and respects the knowledge and strengths all students bring from their communities. This perspective is known as Just, Equitable, and Inclusive Education (JEIE) and is evident in all our programs. College of Education students use this perspective to make community-based assets an integral component of curricular and pedagogical development. In this way, our graduates learn to value and draw upon students' backgrounds not only to support them in developing skills leading to success in the broader society, but also as a mechanism to transform our communities. We believe that all faculty and staff who work for the college must share these same commitments. Click here http://ed.fullerton.edu/about-the-college/jeie.php to learn more about Just, Equitable, and Inclusive Education (JEIE). The statement should focus on your commitment to just, equitable, and inclusive education. This statement can take several different forms and may address: Your contribution to issues of JEIE How you incorporate issues of JEIE into your teaching materials and methods or in your research How you have personally experienced issues regarding JEIE Your experiences and/or qualifications that enhance your ability to work with diverse groups The prompt will be evaluated for what it tells us about your knowledge, application, experience and expertise as it relates to JEIE. The strongest statements will include attention to the intersectionality of JEIE elements. APPOINTMENT DATE AND ACADEMIC CALENDAR The need for part-time faculty is greatest in Fall and Spring semesters. The Fall term begins in the late August and ends in mid-December; the Spring term runs from the middle of January through the end of May. On rare occasions part-time faculty are needed during one of the Summer Session segments. PERFORMANCE EVALUATION Regular performance evaluations of part-time lecturers are made by the department in accord with the faculty Collective Bargaining Agreement and University Policy Statement 210.070. These performance evaluations determine which lecturers will be retained for future and continued teaching assignments. And in some instances, syllabi, assignments and reading material will be reviewed by the departmental personnel committee. APPOINTMENT AND SALARY All part-time faculty appointments are made as Lecturers, under the terms of the Collective Bargaining Agreement between the CSU system and the California Faculty Association. Initial appointments are for one semester only. Classification Range: $5,507 - $6,677 per month Anticipated hiring range depending on qualifications, not to exceed $6,221 per month The full-time (15 units per semester) monthly base salaries indicated above are prorated to the number of units worked and are paid in six monthly payments for each full semester. For a three-unit assignment, typical starting compensation ranges from $6,608.40 to $7,465.20 per semester. For a description of potential benefits, go to: https://hr.fullerton.edu/total-wellness/health-benefits.html ABOUT THE COLLEGE AND THE DEPARTMENT The theme 'Reach. Teach. Impact' is the foundation of the College of Education's conceptual framework for program-specific learning outcomes that guide the operation of all initial and advanced programs in the college. These outcomes provide benchmarks to ensure that our candidates exit their programs as just, equitable and inclusive educators and leaders who possess the knowledge, skills, and dispositions to: REACH the intersecting social identities of all learners through the critical examination of implicit and explicit biases and privileges in order to provide fair, respectful, non-discriminatory, equitable, inclusive, and humanizing learning environments. TEACH through an anti-racist lens using culturally and linguistically relevant strategies, including educational technologies and community engagement, to provide equitable opportunities and supports necessary for all learners to attain high-quality outcomes. IMPACT schools and communities through a commitment to dismantling systems of oppression by supporting students, teachers, and leaders as citizens in a highly diverse, global, interconnected, and digital world. The Department of Special Education The Department of Special Education serves preservice and intern teachers who earn an Education Specialist credential and/or master's degree in the areas of Mild Supports, Extensive Supports, and Early Childhood Special Education. The master's program as well as the early childhood are online while the credential programs have face to face, hybrid, and online courses. ABOUT CSUF Standing on 241 acres at the heart of Southern California, the university was founded in 1957 and has grown into a population of over 45,000 students. As Titans, we believe that diverse perspectives deepen our understanding. We are committed to giving students the support they need to graduate, while responding to California's revolving work force needs. At California State University, Fullerton we strive for continual improvement of students, staff, faculty and administrators through orientations, training programs and professional development opportunities. As part of the Titan Community, you have access to many campus facilities and services including but not limited to the Grand Central Art Center in Santa Ana, CSUF Garden Grove Center, Fullerton Arboretum, cultural events and performances in the Clayes Performing Arts Center, Cal State Fullerton Athletics sports events, Titan Recreation Center, and the Employee Wellness Program. California State University, Fullerton celebrates all forms of diversity and is deeply committed to fostering an inclusive environment where students, staff, administrators, and faculty thrive. Individuals interested in advancing the University's strategic goals are strongly encouraged to apply. Reasonable accommodations will be provided for qualified applicants with disabilities who self-disclose. MANDATED REPORTER PER CANRA The person holding this position is considered a mandated reporter' under the California Child Abuse And Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083, revised July 21, 2017, as a condition of employment. CRIMINAL BACKGROUND CLEARANCE NOTICE This offer is contingent upon the completion of a satisfactory background check and may be rescinded if the background check reveals disqualifying information and/or if information was knowingly withheld or falsified. Please note, that continued employment is contingent upon your successful completion of a background screening as required under CSU policy. Faculty rehired at CSUF after a break in service of 12 or more months who have not had a CSUF background check within the past 12 months will be subject to a new background check; rehire is contingent upon the satisfactory completion of the new background check OUT-OF-STATE EMPLOYMENT POLICY In accordance with the California State University (CSU) Out-of-State Employment Policy, the CSU is a state entity whose business operations reside within the State of California and requires hiring employees to perform CSU related work within the State of California. TITLE IX Notice of Non-Discrimination on the Basis of Gender or Sex and Contact Information for Title IX Coordinator EDUCATION CODE 89521 REQUIREMENTS Applicants will be required to disclose whether they have received a final administrative decision or final judicial decision determining that they have committed sexual harassment within the last 7 years only after a determination is made that they meet the minimum qualifications for the position, and before an offer of employment is extended. Applicants who reach the final stages of the application process must also sign a release form that authorizes the release of information by the applicant's current and/or former employers to the CSU concerning any substantiated allegations of misconduct. To apply, visit https://careers.pageuppeople.com/873/fl/en-us/job/558574/special-education-parttime-lecturer-pool Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-cb37ad515697fc41bf8d5834559590cf Sat, 30 May 2026 02:27:41 -0400 https://alumnijobs.cofc.edu/jobs/rss/22301881/part-time-instructors-pk-3-credential-ece-child-development-background-required-ay-26-27 https://alumnijobs.cofc.edu/jobs/rss/22301881/part-time-instructors-pk-3-credential-ece-child-development-background-required-ay-26-27 Merced, California, Part-Time Instructors- PK-3 Credential (ECE/Child Development Background Required) (AY 26-27) University of California Merced Position overview Position title: Part-Time Instructor, PK-3 Salary range: An estimated range for this position is $1,250 - $5,000 with compensation determined based on number of units per course Anticipated start: August 2026 through July 2027 Position duration: Beginning August 2026 through July 2027 Application Window Open date: May 25, 2026 Next review date: Monday, Jun 8, 2026 at 11:59pm (Pacific Time) Apply by this date to ensure full consideration by the committee. Final date: Tuesday, May 25, 2027 at 11:59pm (Pacific Time) Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled. Position description The Teacher Preparation Program (TPP) at PACE (Professional and Continuing Education) invites applications for part-time PK-3 Instructors to teach in the Preliminary PK-3 Early Childhood Education (ECE) Specialist Instruction Credential Program. Instructors will facilitate coursework in a hybrid format, including online synchronous instruction via Zoom and in-person classes held in the San Joaquin Valley region. PK-3 Instructors prepare future early childhood educators to implement developmentally appropriate, inclusive, and culturally responsive instruction for children in preschool through grade three. Instruction will be aligned with the California Commission on Teacher Credentialing (CTC) PK-3 ECE Teaching Performance Expectations (TPEs) and program standards. Potential courses expected to teach: X320- Foundations of Education for PK-3 (3 units) X321- Education and the Inclusive Classroom (2 units) X322- Child Development and Learning: Concepts through PK-3 (2 units) X323- Health and Wellness: Education the Whole Child (2 units) X332- Equity, Inclusion, and Diversity (2 units) X331- STEAM in the P-TK Classroom (3 units) Program : https://teacherprep.ucmerced.edu/ Qualifications Basic qualifications Master's degree in Early Childhood Education, Child Development, or related field. Minimum of five (5) years of PK-3 classroom teaching experience in a public or private setting. Experience in teacher education or adult learning. Familiarity with the California Teaching Performance Assessment (TPA) and PK-3 credentialing requirements. Current knowledge of the content relevant to early childhood and PK-3 teaching. Knowledge of the current context of public schooling, including California's adopted P-12 content standards, frameworks, and accountability systems. Knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation. Demonstration of effective professional practices in teaching and learning, scholarship, and service. Demonstrated knowledge of California's Preschool Learning Foundations, CA ELA/ELD and Math Frameworks, and culturally responsive pedagogy. Ability to support teacher candidates in developing an educational philosophy that fosters equitable and inclusive learning environments Knowledge of California content standards (relevant to Teacher Preparation courses) Knowledge of the California Teaching Performance Expectations (TPEs) Knowledge of the California Standards of the Teaching Profession (CSTPs) Knowledge of current educational theory and practice Demonstrated experience using effective support strategies for English learners and students with diverse learning needs Experience with online instruction, including use of learning management systems and Zoom Preferred qualifications A valid California Clear Credential with English Learner Authorization or CLAD (A terminal degree-e.g., Ph.D., Ed.D., or J.D.-may be substituted for the credential) An active CTC-issued Child Development permit at a Site Supervisor level or higher Eight (8) or more years of experience in teaching, leadership, or clinical practice within TK-12 educational settings Original research or scholarly work in the relevant content area Experience serving as an Academic Coach or Teacher on Special Assignment (TOSA) in the appropriate content area Demonstrated pedagogical expertise, strong content knowledge, and effective communication skills Understanding and appreciation of the cultural and linguistic diversity of students in the San Joaquin Valley Bilingual proficiency (especially in Spanish) is highly desirable. Understanding and creating digital accessibility for education documents Application Requirements Document requirements Curriculum Vitae - Your most recently updated C.V. Statement of Teaching Authorization to Release Information Form - As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct. 'Misconduct' means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination, as defined by the employer. Required Authorization of Information Release may be found at the linked page . Please complete, sign, and upload the required Authorization of Information Release to your application. Reference requirements 3 required (contact information only) Apply link: https://aprecruit.ucmerced.edu/JPF02184 Help contact: aprecruit@ucmerced.edu About UC Merced As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct. 'Misconduct' means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination, as defined by the employer. Please complete, sign, and upload the required Authorization of Information Release to your application: Required Authorization of Information Release Form . Candidates must possess valid authorization to work in the United States. UC Merced is not currently able to sponsor individuals residing outside the United States who would require a new H-1B visa for employment. Applicants who do not hold valid U.S. work authorization are presently ineligible for this position. Additional links: UC Sexual Violence and Sexual Harassment Policy , the UC Anti-Discrimination Policy , and APM 035: Affirmative Action and Nondiscrimination in Employment . The University of California, Merced, is the newest of the University of California system's 10 campuses. Ranked as one of the best public universities in the nation by U.S. News and World Report and recently designated as an R1 institution by Carnegie, UC Merced is committed to innovation and excellence in research. With over 9,000 undergraduate and graduate students (Center of Institutional Effectiveness) , UC Merced provides outstanding, inclusive educational opportunities to highly qualified students from the heart of California, the nation, and abroad. The campus has special connections to nearby Yosemite National Park; is on the cutting edge of sustainability in construction and design; and supports the economic development of Central California. The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law. As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements. This includes the University of California Policy on Vaccination Programs . Job location Merced, CA, or hybrid or remote To apply, please visit: https://aprecruit.ucmerced.edu/JPF02184 Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-3fc1ab393cefe748ba0e2bbf2ea3af1e Sat, 30 May 2026 02:48:55 -0400 https://alumnijobs.cofc.edu/jobs/rss/22301882/part-time-instructors-pk-3-credential-ca-credential-required-ay-26-27 https://alumnijobs.cofc.edu/jobs/rss/22301882/part-time-instructors-pk-3-credential-ca-credential-required-ay-26-27 Merced, California, Part-Time Instructors PK-3 Credential (CA Credential Required) (AY 26-27) University of California Merced Position overview Position title: Part-Time Instructor, PK-3 Salary range: An estimated range for this position is $1,250 - $5,000 with compensation determined based on number of units per course Anticipated start: August 2026 through July 2027 Position duration: Beginning August 2026 through July 2027 Application Window Open date: May 25, 2026 Next review date: Monday, Jun 8, 2026 at 11:59pm (Pacific Time) Apply by this date to ensure full consideration by the committee. Final date: Tuesday, May 25, 2027 at 11:59pm (Pacific Time) Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled. Position description The Teacher Preparation Program (TPP) at PACE (Professional and Continuing Education) invites applications for part-time PK-3 Instructors to teach in the Preliminary PK-3 Early Childhood Education (ECE) Specialist Instruction Credential Program. Instructors will facilitate coursework in a hybrid format, including online synchronous instruction via Zoom and in-person classes held in the San Joaquin Valley region. PK-3 Instructors prepare future early childhood educators to implement developmentally appropriate, inclusive, and culturally responsive instruction for children in preschool through grade three. Instruction will be aligned with the California Commission on Teacher Credentialing (CTC) PK-3 ECE Teaching Performance Expectations (TPEs) and program standards. Potential Courses expected to teach: X342- Data Driven Decision Making IFSPs, IEPs, and Transitional Plans (2 units) X330- Integrated Literacy, ELD, and Humanities in the P-TK Classroom (3 units) X340- Integrated Literacy, ELD, and Humanities in the K-3 Classroom (3 units) X341- STEAM in the K-3 Classroom (3 units) X334- PK-3 Practicum (3 units in Fall; 3 units in Spring) X333.1- Teaching Performance Assessment Support Seminar 1 (1 unit) X333.2- Teaching Performance Assessment Support Seminar 2 (1 unit) X320- Foundations of Education for PK-3 (3 units) X321- Education and the Inclusive Classroom (2 units) X322- Child Development and Learning: Concepts through PK-3 (2 units) X323- Health and Wellness: Education the Whole Child (2 units) X332- Equity, Inclusion, and Diversity (2 units) X331- STEAM in the P-TK Classroom (3 units) Program : https://teacherprep.ucmerced.edu/ Qualifications Basic qualifications Master's degree in Early Childhood Education, Child Development, or related field. A valid California Clear Credential with English Learner Authorization or CLAD (A terminal degree-e.g., Ph.D., Ed.D., or J.D.-may be substituted for the credential) Minimum of five (5) years of PK-3 classroom teaching experience in a public or private setting. Experience in teacher education or adult learning. Familiarity with the California Teaching Performance Assessment (TPA) and PK-3 credentialing requirements. Current knowledge of the content relevant to early childhood and PK-3 teaching. Knowledge of the current context of public schooling, including California's adopted P-12 content standards, frameworks, and accountability systems. Knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation. Demonstration of effective professional practices in teaching and learning, scholarship, and service. Demonstrated knowledge of California's Preschool Learning Foundations, CA ELA/ELD and Math Frameworks, and culturally responsive pedagogy. Ability to support teacher candidates in developing an educational philosophy that fosters equitable and inclusive learning environments Knowledge of California content standards (relevant to Teacher Preparation courses) Knowledge of the California Teaching Performance Expectations (TPEs) Knowledge of the California Standards of the Teaching Profession (CSTPs) Knowledge of current educational theory and practice Demonstrated experience using effective support strategies for English learners and students with diverse learning needs Experience with online instruction, including use of learning management systems and Zoom Preferred qualifications An active CTC-issued Child Development permit at a Site Supervisor level or higher Eight (8) or more years of experience in teaching, leadership, or clinical practice within TK-12 educational settings Original research or scholarly work in the relevant content area Experience serving as an Academic Coach or Teacher on Special Assignment (TOSA) in the appropriate content area Demonstrated pedagogical expertise, strong content knowledge, and effective communication skills Understanding and appreciation of the cultural and linguistic diversity of students in the San Joaquin Valley Bilingual proficiency (especially in Spanish) is highly desirable. Understanding and creating digital accessibility for education documents Application Requirements Document requirements Curriculum Vitae - Your most recently updated C.V. Statement of Teaching Authorization to Release Information Form - As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct. 'Misconduct' means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination, as defined by the employer. Required Authorization of Information Release may be found at the linked page . Please complete, sign, and upload the required Authorization of Information Release to your application. Reference requirements 3 required (contact information only) Apply link: https://aprecruit.ucmerced.edu/JPF02179 Help contact: aprecruit@ucmerced.edu About UC Merced As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct. 'Misconduct' means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination, as defined by the employer. Please complete, sign, and upload the required Authorization of Information Release to your application: Required Authorization of Information Release Form . Candidates must possess valid authorization to work in the United States. UC Merced is not currently able to sponsor individuals residing outside the United States who would require a new H-1B visa for employment. Applicants who do not hold valid U.S. work authorization are presently ineligible for this position. Additional links: UC Sexual Violence and Sexual Harassment Policy , the UC Anti-Discrimination Policy , and APM 035: Affirmative Action and Nondiscrimination in Employment . The University of California, Merced, is the newest of the University of California system's 10 campuses. Ranked as one of the best public universities in the nation by U.S. News and World Report and recently designated as an R1 institution by Carnegie, UC Merced is committed to innovation and excellence in research. With over 9,000 undergraduate and graduate students (Center of Institutional Effectiveness) , UC Merced provides outstanding, inclusive educational opportunities to highly qualified students from the heart of California, the nation, and abroad. The campus has special connections to nearby Yosemite National Park; is on the cutting edge of sustainability in construction and design; and supports the economic development of Central California. The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law. As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements. This includes the University of California Policy on Vaccination Programs . Job location Remote To apply, please visit: https://aprecruit.ucmerced.edu/JPF02179 Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-0a389f8a35be9b45bf6e664c396507d3 Sat, 30 May 2026 02:48:55 -0400 https://alumnijobs.cofc.edu/jobs/rss/22299684/human-development-early-childhood-education-adjunct-part-time-special-populations https://alumnijobs.cofc.edu/jobs/rss/22299684/human-development-early-childhood-education-adjunct-part-time-special-populations Rocklin, California, Human Development/Early Childhood Education (Adjunct/Part-Time) (Special Populations) Salary: $77.44 - $98.98 Hourly Job Type: Part-Time Job Number: 107 Closing: Continuous Location: 5100 Sierra College Blvd, Rocklin, CA Division: Instruction Office Description In order to create a pool of qualified applicants, Sierra College accepts applications in all subject areas and conducts interviews for teaching positions throughout the year. Applications are kept in the hiring pool for a period of two years. The number of open positions varies from semester to semester. The Division Dean or Department Chair will contact you directly for an interview when a position becomes available. We appreciate your interest in Sierra College! Need Help With Your Online Account? Use the online Help Guide or contact the NEOED Applicants Support Line at 855-524-5627 if you need assistance with your online applicant account. Applicant Support is available between 6 a.m. and 5 p.m. Pacific Time, Monday through Friday. If you have any questions about this position, please contact the Human Resources Department at hr@sierracollege.edu . Examples Of Functions and Tasks Lecture/ Laboratory Presentation - ESSENTIAL: Present lecture/laboratory information and concepts in a clear and logical manner; use current examples and /or analogies to convey important concepts; provide instructional objectives to assist student learning; outline, summarize and emphasize major points; enhance presentations with visual aids, handouts, and demonstrations; answer student questions clearly; encourage student participation in classroom discussions. Student Performance Evaluation - ESSENTIAL: Develop quizzes, examinations, term papers, homework assignments, projects, and laboratory assignments which fairly evaluate student progress in acquiring knowledge of subject material; monitor student activity during examinations and quizzes; read, evaluate, and grade student responses on examinations, quizzes, and projects; assign, read, and evaluate student homework assignments and projects; tabulate scores and assign official grades; advise students on matters regarding their academic performance; refer students to appropriate student services (e.g., Extended Opportunity Programs and Services [EOPS], the Learning Skills Center, Tutoring Center, Writing Center, etc.) for specialized testing and tutoring. Lecture/ Laboratory Preparation - ESSENTIAL: Review and select textbooks appropriate for each course; further evaluate textbooks for cost and readability; read material to stay current in the field; develop supplemental materials for use in classroom and laboratory; develop syllabi for each course; prepare lesson plans for each class meeting, as appropriate; coordinate lectures with laboratory assignments, as applicable. PERIPHERAL: Maintain memberships in groups organized to maintain currency in various fields. Curriculum Development - ESSENTIAL: Review and evaluate curriculum to meet student interests and needs; work with local businesses and advisory committees to meet employment needs; coordinate with regular and part time faculty members to enhance consistency of courses; evaluate and/or revise courses to meet changing needs; present proposals for curriculum changes to the Curriculum Committee and/or other appropriate shared governance bodies. Shared Governance Activities - ESSENTIAL: Attend and participate in District, division, and department meetings; participate in Advisory Committee meetings, attend Board of Trustees and/or Strategic Council meetings, as necessary; represent department and/or division by serving on District-wide committees; serve on employee selection committees, as requested; serve on faculty peer evaluation committees, as requested. PERIPHERAL: Read minutes of shared governance bodies, Board of Trustees reports, and other written material to maintain knowledge of District activities; read and respond to information polls distributed by the Academic Senate and/or other shared governance bodies. Student Services - ESSENTIAL: Post and hold regular office hours; acknowledge of diversity of student population and plan accordingly to include all students; provide students with a positive role model in terms of character and citizenship; participate in commencement and other student award ceremonies; provide students with letters of reference, as requested. PERIPHERAL: Promote articulation with feeder high schools and with transfer universities; encourage and assist students with internships and scholarship applications; invite guest speakers to share their on-the-job experiences; arrange field trips to enhance students' knowledge of job opportunities. Special Programs - ESSENTIAL: Participate in special programs related to enhancement of instruction (e.g.,Career fairs, Student Services outreach activities, etc). Minimum Qualifications CCC Minimum Qualifications Handbook Master's in child development, early childhood education, human development, home economics/ family and consumer studies with a specialization in child development/early childhood education or educational psychology with a specialization in child development/early childhood education OR Bachelor's in any of the above AND Master's in social work, educational supervision, elementary education, special education, psychology, bilingual/bicultural education, life management/home economics, family life studies or family and consumer studies OR the equivalent AND Highly Preferred Additional Qualifications: Recent (within 2 years) or current Multiple Subject credentials with bilingual authorization or Mild/Moderate credential plus applied teaching experience in one of these two areas This position is a part-time faculty teaching assignment with the following salary rates: Part-Time/Adjunct Salary Schedule (Download PDF reader) (Degree and years of acceptable teaching experience determine step placement) Offer and acceptance of employment is subject to verification of all information provided on the employment application, credentials, transcripts, LiveScan, and tuberculosis examination as required. Verification of prior employment (teaching or work experience) may be needed to determine minimum qualifications met. Copies of transcripts MUST be attached to the application (photocopies & unofficial transcripts are accepted). EQUIVALENCY INFORMATION Did you know that you can also determine if you meet the minimum qualifications by going through an equivalency process? The equivalency process helps determine if coursework taken and/or professional experience meets the minimum education and/or experience requirements. If claiming equivalency, please attach the Request for Equivalency Hearing form. The equivalency form may be found at: Sierra College Human Resources . Individuals who have completed college or university course work at an institution in a country other than the United States must obtain a complete evaluation of foreign transcripts, degrees and other relevant documents. FOREIGN TRANSCRIPT INFORMATION Individuals who have completed college or university course work at an institution in a country other than the United States must obtain a complete evaluation of foreign transcripts, degrees and other relevant documents. A foreign transcript evaluation is required any time foreign course work is used to meet minimum qualifications and/or salary placement even if the foreign transcript has been accepted by a college or university in the United States. Companies that provide transcript evaluation services: World Education Services Educational Credential Evaluators Supplemental Information WHY SIERRA? One of Aspen Institute's Top 150 Community Colleges in the nation The Accrediting Commission recognized Sierra 'for its exemplary practice of providing personnel with opportunities for continued professional development in order to meet its mission.' This includes providing students and employees with a robust set of programs, events, and conferences related to equity-mindedness and supporting the success of our students, etc. Sierra has a commitment to culturally-responsive strategies and methods, and therefore all newly hired faculty participate in a Faculty Equity and Inclusion Certificate State Teachers Retirement System (STRS) Qualifying Employer for Public Service Loan Forgiveness (in most cases) Sierra College is a Community College located near Sacramento, California where a heavy emphasis is placed on academic excellence and student success. Since its founding in 1936, Sierra College has focused on quality instruction and meeting the evolving needs of the students and communities that it serves. The Sierra Community College District covers more than 3,200 square miles and serves the Northern California foothill counties of Placer and Nevada, as well as parts of El Dorado and Sacramento. We serve over 17,000 students throughout the region in both on-ground and online courses, including students at our main Rocklin Campus as well as at three centers located in Grass Valley, Tahoe/Truckee, and Roseville. Our District prides itself on academic excellence. Sierra College has a strong commitment to the achievement of equity and inclusion among its faculty, staff, and students and values the rich, diverse backgrounds that make up the campus community. A strong candidate for this position must demonstrate a profound understanding of and experience with successfully supporting individuals with varying backgrounds. This includes persons with disabilities, various gender identities and sexual orientations, as well as individuals from historically underrepresented communities and other groups. Our District is committed to providing strategies for success and proactive student-centered practices and policies focused on eliminating equity gaps to ensure the District provides an inclusive educational and employment environment focused on strategies for success and equitable outcomes for all. As an institution, Sierra College is committed to eliminating the equity gap in all student populations with dynamic, learner-centered practices and policies that fully engage the college community. The ideal candidate will share the College's commitment to helping its racially and socioeconomically diverse students succeed in their degree and career objectives. Currently, Sierra College enrolls 17,800 students per term, where approximately: 23% of Sierra College's students are Latin(o)(a)(x)(e), 3% are African-American/Black, 2% are Filipino, 6% are Asian, 1% are American Indian/Alaskan Native, 8% are Multiethnic and 55% are White. The successful candidate will join a College dedicated to the use of culturally responsive teaching strategies and methods that meet the varying needs of our students and ensure a successful learning environment. Sierra College demonstrates its commitment to equity by supporting ongoing professional development for students, faculty, and staff. These opportunities include trainings and workshops on equity and inclusion, a Faculty Equity and Inclusion Certificate series, active Academic Senate standing committees concerned with student success and equity, a Presidential Equity Advisory Committee (PEAC), culturally responsive student engagement centers, support for our undocumented and AB540 students, campus-wide equity summits, a robust set of programs, events, and conferences related to equity-mindedness and supporting the success of our diverse students. COMPENSATION Placement on the District's Faculty Salary Schedule is dependent upon years of experience and level of education. Entry-level is from $77.44 per hour (Lecture Rate)/$58.08 per hour (Lab/Counselor Rate) to $98.98 per hour (Lecture Rate)/$74.24 per hour (Lab/Counselor Rate) at the time of employment. The current highest salary attainable after employment is $127.21 per hour (Lecture Rate)/$95.41 per hour (Lab/Counselor Rate). Employees also will be members of the State Teachers Retirement System (STRS). Sick leave, and other leaves are available according to the provisions of the collective bargaining agreement. Need Help With Your Online Account? Use the online Help Guide or contact the NEOED Applicants Support Line at 855-524-5627 if you need assistance with your online applicant account. Applicant Support is available between 6 a.m. and 5 p.m. Pacific Time, Monday through Friday. If you have any questions about this position, please contact the Human Resources Department at hr@sierracollege.edu . REQUIRED APPLICATION DOCUMENTS There are four (4) required documents to apply for this position: Employment Application Resume or Curriculum Vitae Applicable transcripts with conferred degree and date (unofficial transcripts are accepted) Please respond to the prompt below for your Teaching Philosophy Statement. You will need to write this statement on a separate document and upload the attachment at the end of the application. What do you feel are the best strategies for supporting historically underrepresented and underserved students? Specifically, what are the key factors that contribute to their success and the closing of equity gaps in the classroom, particularly for African-American, Latin(o)(a)(x)(e), and Native American students with intersecting identities, such as LGBTQIA+, visible and invisible disabilities, and any other disproportionately impacted populations? What role should faculty play in student success? Describe how your teaching approach has changed/evolved since you began teaching. Provide examples of what motivated the change(s). How does your teaching approach reflect your teaching philosophy in ensuring equitable student success? Helpful Tip: Please note that as described above a strong candidate for this position must demonstrate a profound understanding of and experience with successfully supporting individuals with varying backgrounds; and therefore, hiring committees assess candidates for these knowledge, skills, and abilities. Applicants may want to consider incorporating culturally-inclusive/equity-minded strategies practiced and/or evidence of the responsiveness to and understanding of the racial, socioeconomic, and cultural diversity of community college student populations throughout their application materials (including application and documents uploaded, if any). Please see the Sierra College website for additional helpful tips and tools for prospective applicants . Terms and Conditions of Employment: Other terms and conditions of employment are specified in the applicable collective bargaining agreements on file in the District Human Resources Department. Position description of record on file in the Human Resources Department. *Sierra Community College District currently operates campuses in Rocklin, Roseville, Truckee and Grass Valley. In its management of a multi-campus environment, the District reserves right of assignment including the right to change assignment locations and shift assignments based on District need. Although this position may currently reside at the Rocklin campus, the assignment location may be subject to change as needed. Additionally, the district reserves the right to cancel, revise or re-announce this position as well as any and all positions at any time. EEO / TITLE IX EMPLOYER Sierra College is an equal employment opportunity employer committed to nondiscrimination and the achievement of diversity and equity among its faculty, staff, and students. Persons with inquiries about the application of Title IX and/or EEO may contact the Director of Diversity, EEO & Title IX (Title IX Coordinator) at the address below, at (916) 660-7006 or via email at EEOT9@sierracollege.edu . Persons with questions regarding reasonable accommodation of physical and other disabilities should contact the Sierra College Human Resources Department at (916) 660-7105. If you have limitations hearing or speaking, the State of California offers a specially-trained Communications Assistant (CA) that can relay telephone conversations for all of your calls. Dial 711 to reach the California Relay Service (CRS). Dialing 711 is for everyone, not just those who have difficulty hearing on a standard phone. If you prefer having your calls immediately answered in your mode of communication, dial one of the toll-free modality and language-specific numbers below. The call will be routed to the CRS provider. TTY/VCO/HCO to Voice English 1-800-735-2929 Spanish 1-800-855-3000 Voice to TTY/VCO/HCO English 1-800-735-2922 Spanish 1-800-855-3000 From or to Speech-to- Speech English & Spanish 1-800-854-7784 To apply, visit https://www.schooljobs.com/careers/sierracollege/jobs/3275043/human-development-early-childhood-education-adjunct-part-time-special-populati Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-27286bb38fc9114c94ef557f4ae78f0f Sat, 30 May 2026 02:52:54 -0400 https://alumnijobs.cofc.edu/jobs/rss/22299586/assistant-registrar-for-system-support-and-reporting https://alumnijobs.cofc.edu/jobs/rss/22299586/assistant-registrar-for-system-support-and-reporting New York, New York, Assistant Registrar for System Support and Reporting Position Description: Responsible for the technical aspects of student record management for the Bank Street Graduate School of Education. The Assistant Registrar for System Support and Reporting position is responsible for providing Registrar systems support, analytical analysis, and regulatory compliance and reporting. There is a strong emphasis on data integrity, compliance reporting, and support of registration activities. Reporting to the Registrar in the Graduate School, the Assistant Registrar works collaboratively with the Manager of Business Systems and Data in the Information Technology department. This is currently a hybrid position with a minimum three days of on-site work required. Some examples of specific tasks include: - Responsibility for new student record/account creation, including checklist setup, maintenance, and assignment to students - Plan and support the student registration process, including calendar rollovers, course and section setup, creation of the registration and add/drop schedules, tuition code setups, waitlist configuration, and communications - Create and assign IMP and Fieldwork sections and move students into those sections as determined by the program director - Maintain Advisory Groups - Responsible for creation and updates to degree audit configurations, and assigning to new students - Responsible for all internal and ad-hoc report requests as they relate to the Student Information Systems (SIS), including, but not limited to enrollment reports, and roster list generation - Create new forms and push page templates for graduate school registration processes. - Other related responsibilities as assigned. Minimum Education: Bachelor's degree in a related field or the equivalent combination of education and experience. Required Skills: - Must be detail-oriented with strong analytical and creative problem-solving skills - Strong written and spoken communication with an ability to communicate to technical and non-technical audiences - Experience working with a Student Information Systems (SIS) and registration processes or related system maintenance and records management - Experience with Microsoft Excel and data analysis tools - Ability to quickly learn and apply new technologies - Ability to collaborate effectively - Self-motivated with strong work ethic - Ability to maintain confidentiality - Project management skills are desirable Start Date: Immediately Salary Range: $70,000-$80,000/year Sat, 30 May 2026 02:19:11 -0400 https://alumnijobs.cofc.edu/jobs/rss/22298078/director-of-academic-nursing-administration https://alumnijobs.cofc.edu/jobs/rss/22298078/director-of-academic-nursing-administration Irvine, California, Director of Academic Nursing Administration Req ID: 147973 Location: Irvine, California Division: School of Nursing Department: Nursing/ Administration Position Type: Full Time Salary Range Minimum: USD $108,100.00/Yr. Salary Range Maximum: USD $204,900.00/Yr. Who We Are Founded in 1965, UC Irvine is a member of the prestigious Association of American Universities and is ranked among the nation's top 10 public universities by U.S. News & World Report. The campus has produced five Nobel laureates and is known for its academic achievement, premier research, innovation and anteater mascot. Led by Chancellor Howard Gillman, UC Irvine has more than 36,000 students and offers 224 degree programs. It's located in one of the world's safest and most economically vibrant communities and is Orange County's second-largest employer, contributing $7 billion annually to the local economy and $8 billion statewide. To learn more about UC Irvine, visit www.uci.edu . At the UCI Sue & Bill Gross School of Nursing, we dedicate ourselves to the education of nursing professionals who improve patient care and promote community and population health, locally and globally, and we strive to produce leaders in research, education, and clinical practice who will champion collaborative, compassionate, and interdisciplinary evidence-based practice. Firmly committed to inclusive excellence, we are preparing nurse scholars who advance the science that guides practice, and we are preparing future faculty and policy specialists who educate our students to address the growing, aging, and increasingly diverse population of California and the nation. The academic programs that the Sue & Bill Gross School of Nursing offers include a Bachelor of Science in Nursing Science, a Master of Science in Nursing Science (MEPN), a Doctor of Nursing Practice (DNP), and a Doctor of Philosophy (Ph.D.) in Nursing Science. Your Role on the Team The Director of Academic Nursing Administration serves as the lead administrative officer for the academic nursing programs unit within the Sue & Bill Gross School of Nursing and functions as a key member of the School's management team. This position provides strategic leadership and oversight across academic degree programs, programmatic activities, institutional effectiveness, and compliance activities that support the School's educational and teaching missions. The Director independently manages complex projects involving the design, implementation, and continuous improvement of academic nursing programs across all degree levels (undergraduate, graduate, and doctoral) in addition to development and administration of non-clinical undergraduate pathways, such as pre-nursing programs, ensuring program integrity, student success, faculty development support, and regulatory compliance. The Director functions as the lead staff administrative officer for an academic nursing unit supporting research and senate faculty, providing administrative leadership over academic program operations, fiscal administration, accreditation compliance, and institutional educational activities. The incumbent is responsible for strategic and faculty workload planning, financial analysis, regulatory compliance, resource planning, and budget monitoring to ensure operational sustainability and alignment with institutional priorities. The Director performs the highest level of operational, administrative, and institutional analysis, providing information and analysis on institutional effectiveness, data analytics, benchmarking, program evaluation, and leads student recruitment and retention in collaboration with the Director of Student Affairs and Enrollment Management. Additionally, the Director conducts cross-sectional and longitudinal analyses, develops operational procedures and systems to support accreditation documentation, and recommends policy changes to ensure adherence to government regulations, external agency requirements, and university policies. The Director provides comprehensive administrative oversight of academic nursing programs and has oversight over academic program staff who support degree program administration, accreditation compliance, institutional data collection, instructional design, information technology, admissions/recruitment, and program evaluation. Working collaboratively with academic program leadership, faculty, and the Director of Clinical Nursing Programs, the incumbent develops and executes long-term vision, policies, and procedures for academic nursing programs while ensuring compliance with accreditation standards (AACN, BRN, CCNE). The Director serves as the primary subject matter expert for accreditation matters, working with faculty groups, institutional researchers, and student affairs personnel to ensure the preparation of thorough and accurate accreditation reports. The Director coordinates academic program review processes and leads institutional data collection and analysis for external reporting, including UCOP reporting and national rankings such as US News and World Report. This position requires specialized expertise in nursing education, academic program administration, and institutional data to optimize program quality, sustain high standards of academic excellence, and implement continuous quality improvement initiatives that advance the School's educational, research, and community missions. What It Takes to be Successful Required: Advanced knowledge of academic nursing degree programs, institutional research, and program administration in a higher education setting Expert oral and written communication skills Advanced ability to present complex findings and recommendations in a clear and concise manner verbally and in writing Strong negotiation skills and verbal and written communication skills; ability to influence and persuade all levels of staff Leadership experience in academic and/or research administration in higher education or healthcare settings Demonstrated expertise in building collaborations between academia, professional organizations, and/or governmental agencies Demonstrated expertise with program building within a leading academic institution and administrative, budgetary, human resources, and financial principles and practices Expert ability to work with a dynamic and diverse group of faculty, staff, and students Managerial experience and proven success in managing a complex academic program or research enterprise Excellent strategic planning, analytical, and problem-solving abilities to meet deadlines with competing priorities Skills in organization and customer service to effectively manage multiple important priorities Commitment to serving students of all backgrounds and economic circumstances with respect for sensitivity and confidentiality Skilled project manager with the ability to lead one or more projects simultaneously Broad knowledge of financial analysis and reporting techniques Flexible and adaptable to changing priorities with the ability to work in a fast-paced environment Strong attention to detail, excellent critical thinking skills, and ability to exercise good judgment Proficiency with Microsoft Office Suite, Microsoft OneDrive, Google Suite, SharePoint, and institutional data systems Doctorate in related area and / or equivalent experience training 5-7 years of experience in healthcare or nursing education with Bachelor's Degree in Business, Healthcare Administration, or Nursing, or equivalent combination of education and progressively responsible experience in academic program administration, institutional research, accreditation program management, or nursing education administration. Preferred: Thorough knowledge in data collection and analysis techniques; statistics or social science research methods; knowledge of organizational-specific computer application programs including query tools and relational databases; knowledge of organizational principles and procedures involved in handling sensitive data (e.g., FERPA) Strong understanding of accreditation and regulatory standards for nursing education (AACN, BRN, CCNE) Knowledge of data systems and tools supporting academic program administration, institutional research, accreditation, and compliance Knowledge of Academic Program Review processes and institutional effectiveness frameworks Knowledge of UCI Policies and Procedures related to academic, student, and/or financial affairs Experience with UCOP reporting processes and external data requests such as US News and World Report rankings Total Rewards In addition to the salary range listed below, we offer a wealth of benefits to make working at UCI even more rewarding. These benefits may include medical insurance, sick and vacation time, retirement savings plans, and access to a number of discounts and perks. Please utilize the links listed here to learn more about our compensation practices and benefits . Expected hiring range ($108,100 - $141,000) Conditions of Employment: The University of California, Irvine (UCI) seeks to provide a safe and healthy environment for the entire UCI community. As part of this commitment, all applicants who accept an offer of employment must comply with the following conditions of employment: Background Check and Live Scan Employment Misconduct* Legal Right to work in the United States Vaccination Policies Smoking and Tobacco Policy Drug Free Environment *Misconduct Disclosure Requirement: As a condition of employment, the final candidate who accepts a conditional offer of employment will be required to disclose if they have been subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct; received notice of any allegations or are currently the subject of any administrative or disciplinary proceedings involving misconduct; have left a position after receiving notice of allegations or while under investigation in an administrative or disciplinary proceeding involving misconduct; or have filed an appeal of a finding of misconduct with a previous employer. The following additional conditions may apply, some of which are dependent upon business unit or job specific requirements. California Child Abuse and Neglect Reporting Act E-Verify Pre-Placement Health Evaluation Details of each policy may be reviewed by visiting the following page - https://hr.uci.edu/new-hire/conditions-of-employment.php Closing Statement: The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected categories covered by the UC Anti-Discrimination Policy . We are committed to attracting and retaining a diverse workforce along with honoring unique experiences, perspectives, and identities. Together, our community strives to create and maintain working and learning environments that are inclusive, equitable, and welcoming. UCI provides reasonable accommodations for applicants with disabilities upon request. For more information, please contact Human Resources at (949) 824-0500 or eec@uci.edu . Consideration for Work Authorization Sponsorship Must be able to provide proof of work authorization To apply, visit https://jobs.uci.edu/careers-home/jobs/147973 Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-cc970e54b5cdb446916db5f981909eff Sat, 30 May 2026 02:55:06 -0400 https://alumnijobs.cofc.edu/jobs/rss/22295151/summer-geometry-educator https://alumnijobs.cofc.edu/jobs/rss/22295151/summer-geometry-educator Los Angeles, California, Summer Geometry Educator University of California Los Angeles Requisition Number: JPF10957 Summer Program Dates: June 22 - July 24 Summer Course: Geometry Description Geffen Academy Educators approach teaching as an intellectual profession of the highest order, one in which knowledge is not only transmitted but created. Geffen Academy Educators possess a sophisticated and reflective understanding of their discipline and a record of achievement which demonstrates their ability to utilize and contribute to the robust connections we have with UCLA, a world-class research institution. Educators' innovation is guided by our school's mission to prioritize proven educational practices while also recognizing that teaching is a complex intellectual endeavor that defies rigid codification. We are committed to a humane working environment and also recognize that teaching goes beyond the life of the mind. Geffen Academy Educators seek to create trusting and caring relationships with their students and with their larger community. Summary Under the direction of the Summer Program Director, the Educator will be responsible for the delivery of an excellent program of secondary school instruction, including participation in the creation of the curriculum. The Summer Geometry course covers traditional topics studied in Euclidean Geometry. The Educator is expected to design and deliver high-quality, in-person summer instruction in Geometry. Job Duties Design and deliver a rigorous in-person Geometry course aligned with the goals and expectations of a credit-bearing upper-school summer program. Teach core Euclidean Geometry topics, including points, lines, planes, angles, parallel and perpendicular lines, triangles, quadrilaterals, circles, prisms, pyramids, cylinders, congruence, similarity, special right triangles, and area and volume formulas. Develop lessons that build conceptual understanding, mathematical reasoning, and problem-solving skills within a compressed summer schedule. Guide students in using both inductive and deductive reasoning to identify patterns, form conclusions, and justify solutions. Teach and reinforce the use of formal, precise mathematical language in class discussion, written work, and mathematical proofs or explanations. Support students in developing strong visualization skills related to shapes on a plane and in space. Design and administer assessments, classwork, and assignments that measure understanding and provide meaningful feedback on student progress. Grade all student work in a timely and consistent manner, maintaining accurate and up-to-date records of student performance in accordance with summer program grading policies. Prepare students to complete coursework both during class and at home in order to keep pace with the demands of the accelerated program. Maintain a structured, inclusive, and academically focused classroom environment that supports engagement, accountability, and persistence. Track attendance, academic progress, and course completion requirements in accordance with summer program expectations. Collaborate with Summer Program leadership and fellow educators to support a cohesive and successful student experience. Communicate professionally with students, families, and school personnel as needed regarding expectations, progress, and attendance concerns. Perform other duties as assigned. To apply, please visit: https://recruit.apo.ucla.edu/JPF10957 The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age or protected veteran status. For the complete University of California nondiscrimination and affirmative action policy, see: UC Nondiscrimination & Affirmative Action Policy, https://policy.ucop.edu/doc/4000376/DiscHarassAffirmAction jeid-4241ba7f2dbe6e45bb09a0cd9ab4d34d Sat, 30 May 2026 02:26:49 -0400 https://alumnijobs.cofc.edu/jobs/rss/22292457/math-teacher-leader-170475 https://alumnijobs.cofc.edu/jobs/rss/22292457/math-teacher-leader-170475 Cullowhee, North Carolina, Math Teacher Leader - 170475 Western Carolina University Department: Lab School About WCU: Western Carolina University continues to rank high on Forbes Best Employers lists each year. Including: 2025 - Ranked 1st in the top 100 employers in North Carolina in Forbes Americas Best Employers by State list. 2024 - Ranking in the top 8.5% on Forbes Americas Best Midsize Employers list, WCU was ranked 34 out of the top 400 employers across all industries. 2023 - Ranked in the top 20% on Forbes Americas Best Midsize Employers list, WCU was ranked 97 out of the top 500 employers across all industries. 2022 - Ranked 14th in the top 100 employers in North Carolina in Forbes Americas Best Employers by State list. Western Carolina University is the UNC systems westernmost campus and has been consistently ranked as one of the top 15 public regional institutions in the South. Employees of WCU are provided a comprehensive benefits package as well as other resources, policies and programs to ensure a happy and healthy work/life balance. Benefit eligible employees have access to dental, vision and health insurance plans - eligibility begins on the first of the month following date of hire. Retirement plan contributions begin on the eligibility date following election and include employer contributions for either a defined contribution or a defined benefit plan. Optional disability plans are also available. Eligible employees have access to tuition waivers for up to three courses per academic year; employee may enroll at any of the constituent UNC System campuses. Also offered are free group exercise classes multiple times per week, a discounted membership to the campus recreation center, free vaccine and booster shots offered on campus, pretax flexible spending accounts, 12 paid holidays and 24 hours of paid community service leave each year. Leave earning employees (staff and 12-month faculty) who work at least half of the working days of their first month of employment will begin accruing vacation and sick leave immediately. Paid parental leave after 12 months of continuous service. WCU offers an abundance of training and development programs, certifications, workshops and conferences - many of which are offered free of charge. Position Summary: The primary location of this position is on-site in Cullowhee, NC. The Catamount School Math Teacher Leader is an EHRA Non-Faculty position with instructional duties. The successful candidate will teach math to sixth, seventh, and eighth grade students, and may also serve as instructor for curriculum and middle grades education courses in the School of Teaching and Learning at WCU. They will also supervise interns in middle grades education. Expertise and experience in mathematics teaching is expected. Applicants are encouraged to visit the WCU website (www.wcu.edu) and read the university vision and details about The Catamount School . Knowledge, Skills, and Abilities Required for this position: Minimum Qualifications: Must be legally eligible to work in the United States of America without the need for employer sponsorship or any other immigration-related assistance. Bachelors degree from an accredited institution and must be eligible for a North Carolina teaching license in middle grades math. Candidates who are not already in procession of a North Carolina teaching license in middle grades math must obtain and provide evidence of licensure eligibility on or before August 2026. Preferred Qualifications: Preference will be given to candidates who earned a graduate degree in elementary or middle grades education, mathematics, math education, and/or National Board Certification. Preference will also be given to candidates with experience teaching 6th, 7th, or 8th grade in public schools. Applicants should provide evidence of experiences or the potential to work collaboratively and across disciplines, co-teach with EC teacher leaders, understand project-based learning and standards-based grading, and successfully collaborate with in-service teachers in public school settings. Interest and experience in teaching in technology rich and flexible environments is a plus. The candidate will be expected to teach and supervise interns and will share program responsibilities and provide service. Consistent participation in all aspects of The Catamount School is expected. Position Type: Permanent Full-Time Special Instructions to Applicants: 10 months per annual school year. Application materials must be submitted online. Review of applications will begin immediately and will continue until a candidate has been selected for hire. Application must be made online. Applicants must include the following attachments: 1. A cover letter describing how the applicants professional qualifications relate to the position and how the applicant can contribute to the mission, core values and goals of the Catamount School. 2. A current and complete resume. 3. Unofficial copies of transcripts of undergraduate and graduate degree programs completed. 4. Names, addresses (including titles and institutions), telephone numbers, and email addresses of at least five (5) references. OPTIONAL Attachment: 5. Other supporting materials relevant to the candidates scholarship and teaching. For questions or additional information please contact Dr. Holly Pinter (search chair) at hhpinter@email.wcu.edu or 828-227-3351. Thank you for your interest in this position. Application materials sent by postal mail or e-mail cannot be accepted. AA/EOE Western Carolina University is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race; color; ethnicity; religion; sex; pregnancy; sexual orientation; gender identity or expression; national origin; age; disability; genetic information; political affiliation; National Guard or veteran status, consistent with applicable federal, state and local laws, regulations, and policies, and the policies of The University of North Carolina. Persons with disabilities requiring accommodations in the application and interview process please call (828) 227-7218 or email at jobs@email.wcu.edu. University Safety The Western Carolina University Annual Safety Report is available online at University Annual Safety Report or in hard-copy by request at the office of the Vice Chancellor for Student Affairs, 227 HFR Administration Building, Cullowhee, NC 28723 (828-227-7147) or the Office of University Police, 111 Camp Annex, Cullowhee, NC 28723 (828-227-7301). The report, required of all universities participating in Title IV student financial aid programs, discusses crime statistics, procedures for reporting suspicious or criminal activity, security, police authority, crime prevention strategies, university policies on substance abuse and sexual offenses, workplace violence and fire safety. To apply, please visit: https://jobs.wcu.edu/postings/34065 Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-073af70214017846973cd52b44c2c575 Sat, 30 May 2026 02:19:32 -0400 https://alumnijobs.cofc.edu/jobs/rss/22292547/academic-coordinator-iii-educational-leadership-program https://alumnijobs.cofc.edu/jobs/rss/22292547/academic-coordinator-iii-educational-leadership-program Los Angeles, California, Academic Coordinator III, Educational Leadership Program University of California Los Angeles Requisition Number: JPF10935 SUMMARY OF ORGANIZATION/UNIT Ed&IS is a vibrant intellectual community with an emphasis on issues of urban education and equity in education. The Educational Leadership Program (ELP), a self-supporting Ed.D. degree program within the Department of Education, is committed to promoting innovative and change-oriented educational leaders. ELP strives to hone students' theoretical and practical knowledge about pre-K - 16 educational topics and about leadership. The program is committed to educating practitioners who can improve equity, access, and outcomes for all students. Levels of Supervision Received Work is assigned directly by the ELP Director. Financial support provided by the Director of Business Administration. Incumbent independently prioritizes and completes ongoing tasks following established ELP guidelines and School/University policies. Under general supervision, the incumbent independently prioritizes, plans, and executes ongoing work, exercising sound judgment in decision-making and problem-solving. Established ELP guidelines, as well as School and University policies, serve as the primary framework for operations. The role requires discretion in handling complex, sensitive, and confidential matters. DESCRIPTION OF POSITION The Academic Coordinator III for the Educational Leadership Program (ELP) supports the program's mission through leadership in admissions, partnerships, evaluation, and external engagement. The position reviews applications and supports admissions screening processes; cultivates and sustains strategic partnerships; conducts research related to Educational Leadership with the purpose to improve curricular offerings for students; pursues and develops grant proposals to secure external funding; and designs and facilitates workshops, particularly in restorative justice, within UCLA and across the greater Los Angeles community. The role advances equity-centered leadership development while strengthening ELP's programmatic growth, community presence, and resource development. CORE RESPONSIBILITIES A. Programmatic/Implementation/Management Provide strategic leadership to advance program design, implementation, and continuous improvement aligned with ELP's mission and equity-centered goals. Lead the integration and application of restorative justice principles within curriculum, professional learning, and program structures. Apply design-based and participatory methodologies to support innovation and the development of responsive, practice-based workshops. Oversee and manage complex initiatives, including coordinating across stakeholders, and ensuring accountability for outcomes. Exercise independent judgment in managing competing priorities, ensuring timely execution of high-impact work, and aligning efforts with institutional and development goals. B. Community Engagement Build, sustain, and strategically leverage relationships with schools, districts, community organizations, sponsors, industry partners, government agencies, and the University of California system. Lead outreach efforts that expand ELP's presence and impact across the greater Los Angeles region and beyond. Facilitate and lead professional learning experiences, including workshops grounded in restorative justice and equity-centered leadership. Communicate complex ideas clearly and persuasively across diverse audiences, fostering collaboration and negotiating mutually beneficial outcomes. C. Data and Evaluation Lead and contribute to program design, policy, and practice activities in Educational Leadership. Utilize data to assess program effectiveness, support continuous improvement, and guide strategic decision-making. Identify funding opportunities and support the Director in the development of competitive grant proposals to secure external resources. Manage reporting, analysis, and dissemination of program outcomes to internal and external stakeholders. Utilize technology and administrative systems to support data tracking, and project management. Other Requirements - Applies to all Positions Performes other duties as assigned. Complies with all policies and standards. Complies with the University of California, Los Angeles (UCLA) Principles of Community. This position description is not intended to be a complete list of all responsibilities, duties or skills required for the job and is subject to review and change at any time, with or without notice, in accordance with the needs of the organization. To apply, please visit: https://recruit.apo.ucla.edu/JPF10935 The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age or protected veteran status. For the complete University of California nondiscrimination and affirmative action policy, see: UC Nondiscrimination & Affirmative Action Policy, https://policy.ucop.edu/doc/4000376/DiscHarassAffirmAction jeid-75eab783c4a38348b6039b0f9eec6d29 Sat, 30 May 2026 02:26:49 -0400 https://alumnijobs.cofc.edu/jobs/rss/22293064/early-head-start-teacher https://alumnijobs.cofc.edu/jobs/rss/22293064/early-head-start-teacher Bushnell, Florida, POSITION SUMMARY : Responsible for day-to-day operation and management of the classroom.  Responsible for guiding and directing the learning experiences for infants, toddlers and two years-old by providing a developmentally appropriate learning environment.   Schedule: Monday - Friday 7:30am-3:30pm   Please apply online at  www.youthrivefl.org   Only completed and signed applications will be considered. Full Time Position- Benefits Eligible: Teacher Break Pay, Sick, PTO, Employer paid health benefits, Vision & Dental Plans, 403(b) Retirement, 14 company paid holidays, Pet Insurance, Basic $30,000 Life Insurance Policy, Long-Term Disability (LTD) and Accidental Death & Dismemberment Insurance (AD&D). Public Service Loan Forgiveness Qualified Employer.   ESSENTIAL JOB FUNCTIONS : Maintains an open, friendly, and cooperative relationship with each child and family. Encourages each child's family to be actively involved in the Early Head Start program. Promotes/supports parent-child bonding and nurturing parent-child relationships. Promotes/supports feelings of security and trust in infants, toddlers, and two year-olds. Greets infants, toddlers, and two year-olds and their parents/caregivers warmly and with enthusiasm each morning. Assures that: each infant, toddler, and two year-old is warmly greeted upon arrival; each infant is held; and each child is transitioned to become a part of the learning environment. Talks, sings, and reads to infants, toddlers, and two year-olds frequently throughout the day. Responds quickly, in a soothing and tender manner to infants, toddlers and two years -old cries or calls of distress. Responds consistently to infants/toddler’s needs for food and comfort. Implements individualized feeding plans for infants, sit with toddlers and two-year-olds, and shares family-style meal; models manners and good nutrition. Tends to children's personal hygiene needs, remaining especially attentive to but not limited to: routines such as diaper changing, cleaning, feeding, and changing soiled or wet clothes. Respects children’s curiosity about each other; ensures that children treat each other gently. Organizes each day's activities to provide children with a variety of individualized experiences and opportunities that allow them to develop curiosity, initiative, problem-solving skills, and creativity, as well as a sense of security and a feeling of belonging to the group. Conducts developmental screenings and ongoing assessments of infant, toddler, and two year-olds to determine motor, language, social, cognitive perceptual and emotional skills. Completes timely, neat, accurate documentation of screenings, assessments, individualized plans, attendance, daily health checklist, feedings, daily activity logs for parents/caregivers, home visits, inventories, and other documentation as may be deemed necessary for providing quality services. Completes menu worksheet for assigned infants, toddlers, and two-year-olds. Submits weekly, written developmental plans to the CDS for each child, according to growth and needs, with input from parents/caregivers. Maintains a safe, clean, care-giving environment, practices good personal hygiene and hand washing, and assures the wellbeing and safety of all of the children in that environment. Maintains a positive, calm attitude and a pleasant, soothing voice, and models this attitude and voice for parents and others working or volunteering in the program. Maintains a cooperative attitude of working together with other Infant, Toddler, and Two Year-Old teachers and supervisors, parents and volunteers in planning and implementing activities for the program/classroom. Utilizes developmentally appropriate discipline techniques. Protects all children from physical punishment or verbal abuse by anyone in any program activity, and immediately reports any such incident to the center director or person in charge. Provides for the physical safety of each child from arrival time until departure time. Assists the family advocate in teaching and modeling developmentally appropriate practices for parents/caregivers in caring for their young children. Observes children to detect signs of illness, injury, abuse, neglect, emotional disturbance, or other special needs, and reports these signs immediately to the CDS or person in charge. Plans activities for children with special needs, with training and technical assistance from disabilities and mental health specialists; implements individual education plans, behavior management plans, and/or individualized services or activities as outlined for these children. Attends all training opportunities and staff meetings as provided and scheduled. Performs any other tasks deemed necessary by supervisors. Demonstrates proficiency and application in the learning environment of the CLASS (Classroom Assessment Scoring System). Guides children in developing basic concepts as prescribed in the education, nutrition, health, dental and mental health plans Develops Education Child Portfolio for each infant, toddler, and two year-old in the classroom with required and current documentation and ensures accuracy and completion. Ensures referral is completed and submitted to the appropriate service area for any infant, toddler, and two year-old with a suspected delay or any other area of concern. Participates in supporting the family with the implementation process of the ISFP in collaboration with the Disabilities team and Early Steps. Maintains a safe, clean, and orderly classroom and playground area. Monitors and reports in writing to supervisor any needed repairs and takes appropriate action to correct any unsafe area. Establishes and maintains an adequately supplied classroom, ensuring the physical and developmental needs of all infants, toddlers and two year -old are met. Prepares requests for and purchases all classroom supplies/equipment with supervisor approval. Provides and participates in learning experiences that allow infants, toddlers, and two year-olds to solve problems, initiate activities, explore environments, and develop language through hands-on learning. Supports the development of infants/toddlers positive self-concept and social skills through the promotion of cultural and ethnic acceptance and experiences. Provides direct supervision to children at all times; maintaining child/staff ratios in accordance with policies and regulations. Provides information to Family Advocate of any known reason for child absence. Ensures regular safety and fire/storm drills are conducted. Assures that emergency procedures and evacuation routes are posted in the classroom. Maintains and documents regular contact with parents/caregivers ensuring two home visits and two parent/teacher conferences are conducted yearly. Recruits parents/caregivers as volunteers in the classroom/center. Documents/reports parent participation in center activities. Prepares two individualized home activities each month per child and provides activity instructions to parents. Acquaints volunteers with the classroom. Prepares parent bulletin board and ensures compliance with program standards. Emphasizes the importance of cleanliness/hygiene, assuring that hand washing takes place at appropriate times throughout the day including but not limited to after diaper changing/toileting, nose cleaning, and before/after mealtime. Ensures children’s hands and face are clean upon departing for the day. Promotes and assists children with tooth brush routine after lunch. Assists in the recruitment of children for the program. Participates in community activities as requested that enhance the Early Head Start program. Maintains appropriate documentation required by USDA/Child Care Food Program and ensures quality of data and timelines for completion. Actively participates in center/classroom activities, parent meetings and annual parent activities as requested. Acts as an advocate and role model for Early Head Start families. Recruits infants, toddlers, and two year-olds for the program.  Assists in the development and implementation of the annual training plan, including pre-service, in-service, T/TA, and ongoing training requirements. Attends and actively participates in training programs, staff meetings, and other meeting/trainings. Maintains confidentiality in all aspects of client, staff and agency information. Maintains effective working interaction with coworkers and outside contacts that will enhance the operation of the Head Start program. Organizes and prioritizes all assignments as directed. Participates in community activities that enhance Head Start / Early Head Start programs as directed. Participates in Community Assessment and Self-Assessment and performs reasonable related functions. Uses and follows the policies/procedures of Head Start, federal, state and local regulations/laws, and federal regulations/laws including the  Head Start Performance Standards, applicable transmittal notices, and other administrative orders/directions. Uses and follows the policies/procedures of You Thrive Florida, including but not limited to Personnel Policies, Occupational Health and Safety policies, payroll policies/practices, etc. NON-ESSENTIAL/SECONDARY FUNCTIONS : Performs any additional duties as directed or assigned by supervisor, management staff, program director or You Thrive Florida management staff. This description is intended to convey information essential to understanding the scope of the position and is not intended to be an exhaustive list of skills, efforts, duties, responsibilities, or working conditions associated with the position. JOB STANDARDS : Education: National CDA with Infant/Toddler Endorsement or FCCPC.  See Career Development Plan for expected education and DCF/You Thrive Florida training requirements for each level. Experience: Two years of experience in child education, care and service or related field. Licenses & Certifications: Valid Florida driver’s license and be insurable by Company’s current carrier.  Subject to Federal, State and Local legal requirements/background checks/clearance for working with children.  First Aid and CPR certified. Within 18 months of employment, must obtain a Director’s Credential, which must be maintained throughout employment. CRITICAL SKILLS, ABILITIES, & EXPERTISE :   Physical Requirements: These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the position.   Sitting, standing for long periods of time, use of fingers, arms, hands and legs and voice/talking are constant.  Good eyesight (correctable) and hearing (correctable) are essential.  Squatting, walking, handling, grasping, stretching/reaching, bending at the waist, driving and light lifting and/or carrying (up to 15lbs) are frequent.  Pushing, pulling, kneeling, balancing, turning, feeling, medium lifting and/or carrying (up to 65lbs) are occasional. Smelling, tasting, bending and feeling are frequent.  Playing with children, which may include hopping, skipping, jumping, dancing, and twisting are occasional.  Must have ability to get up from a seated position on the floor or a low chair without hesitation.  Equipment: Computer, facsimile, copy machine, calculator, multi-line phone and other small office and instructional equipment, playground equipment and vehicle. Skills & Expertise: Ability to carry out lesson plans.  Ability to implement and coordinate activities for infants, toddlers, and two year-olds.  Ability to work with children with special needs.  Knowledge of early childhood education methods.  Ability to establish effective working relationships with people, particularly parents and children.  Skill in completing work with a high degree of accuracy.  Ability to arrive to work daily and on time.  Ability to work with limited direction.  Knowledge of organization methods. Ability to evaluate situations and make prompt decision.  Ability to effectively communicate orally and in writing.  Ability to analyze and interpret data.  Ability to use and operate a personal computer.  Knowledge of child disability and mental health issues.  Ability to maintain You Thrive Florida, Head Start, child and parent confidentiality.  Knowledge of classroom management techniques.  Ability to be reliable, responsible and accountable to job requirements.   ENVIRONMENTAL JOB FACTORS : Job Location: Primary location is the Head Start facilities in Hernando, Sumter and/or Volusia counties.  Occasional travel to other counties. Work Environment:   While performing the responsibilities of the position, these work environment characteristics are representative of the environment the employee will encounter.  Office environment and working alone and with others frequently.  Working with office equipment is frequent.  Occasionally outdoors and operates a vehicle. Thu, 21 May 2026 13:18:49 -0400 https://alumnijobs.cofc.edu/jobs/rss/22284768/early-head-start-teacher https://alumnijobs.cofc.edu/jobs/rss/22284768/early-head-start-teacher Daytona Beach, Florida, POSITION SUMMARY : Responsible for day-to-day operation and management of the classroom.  Responsible for guiding and directing the learning experiences for infants, toddlers and two years-old by providing a developmentally appropriate learning environment.   Schedule: Monday - Friday 7:30am-3:30pm   Please apply online at  www.youthrivefl.org   Only completed and signed applications will be considered. Full Time Position- Benefits Eligible: Teacher Break Pay, Sick, PTO, Employer paid health benefits, Vision & Dental Plans, 403(b) Retirement, 14 company paid holidays, Pet Insurance, Basic $30,000 Life Insurance Policy, Long-Term Disability (LTD) and Accidental Death & Dismemberment Insurance (AD&D). Public Service Loan Forgiveness Qualified Employer.   ESSENTIAL JOB FUNCTIONS : Maintains an open, friendly, and cooperative relationship with each child and family. Encourages each child's family to be actively involved in the Early Head Start program. Promotes/supports parent-child bonding and nurturing parent-child relationships. Promotes/supports feelings of security and trust in infants, toddlers, and two year-olds. Greets infants, toddlers, and two year-olds and their parents/caregivers warmly and with enthusiasm each morning. Assures that: each infant, toddler, and two year-old is warmly greeted upon arrival; each infant is held; and each child is transitioned to become a part of the learning environment. Talks, sings, and reads to infants, toddlers, and two year-olds frequently throughout the day. Responds quickly, in a soothing and tender manner to infants, toddlers and two years -old cries or calls of distress. Responds consistently to infants/toddler’s needs for food and comfort. Implements individualized feeding plans for infants, sit with toddlers and two-year-olds, and shares family-style meal; models manners and good nutrition. Tends to children's personal hygiene needs, remaining especially attentive to but not limited to: routines such as diaper changing, cleaning, feeding, and changing soiled or wet clothes. Respects children’s curiosity about each other; ensures that children treat each other gently. Organizes each day's activities to provide children with a variety of individualized experiences and opportunities that allow them to develop curiosity, initiative, problem-solving skills, and creativity, as well as a sense of security and a feeling of belonging to the group. Conducts developmental screenings and ongoing assessments of infant, toddler, and two year-olds to determine motor, language, social, cognitive perceptual and emotional skills. Completes timely, neat, accurate documentation of screenings, assessments, individualized plans, attendance, daily health checklist, feedings, daily activity logs for parents/caregivers, home visits, inventories, and other documentation as may be deemed necessary for providing quality services. Completes menu worksheet for assigned infants, toddlers, and two-year-olds. Submits weekly, written developmental plans to the CDS for each child, according to growth and needs, with input from parents/caregivers. Maintains a safe, clean, care-giving environment, practices good personal hygiene and hand washing, and assures the wellbeing and safety of all of the children in that environment. Maintains a positive, calm attitude and a pleasant, soothing voice, and models this attitude and voice for parents and others working or volunteering in the program. Maintains a cooperative attitude of working together with other Infant, Toddler, and Two Year-Old teachers and supervisors, parents and volunteers in planning and implementing activities for the program/classroom. Utilizes developmentally appropriate discipline techniques. Protects all children from physical punishment or verbal abuse by anyone in any program activity, and immediately reports any such incident to the center director or person in charge. Provides for the physical safety of each child from arrival time until departure time. Assists the family advocate in teaching and modeling developmentally appropriate practices for parents/caregivers in caring for their young children. Observes children to detect signs of illness, injury, abuse, neglect, emotional disturbance, or other special needs, and reports these signs immediately to the CDS or person in charge. Plans activities for children with special needs, with training and technical assistance from disabilities and mental health specialists; implements individual education plans, behavior management plans, and/or individualized services or activities as outlined for these children. Attends all training opportunities and staff meetings as provided and scheduled. Performs any other tasks deemed necessary by supervisors. Demonstrates proficiency and application in the learning environment of the CLASS (Classroom Assessment Scoring System). Guides children in developing basic concepts as prescribed in the education, nutrition, health, dental and mental health plans Develops Education Child Portfolio for each infant, toddler, and two year-old in the classroom with required and current documentation and ensures accuracy and completion. Ensures referral is completed and submitted to the appropriate service area for any infant, toddler, and two year-old with a suspected delay or any other area of concern. Participates in supporting the family with the implementation process of the ISFP in collaboration with the Disabilities team and Early Steps. Maintains a safe, clean, and orderly classroom and playground area. Monitors and reports in writing to supervisor any needed repairs and takes appropriate action to correct any unsafe area. Establishes and maintains an adequately supplied classroom, ensuring the physical and developmental needs of all infants, toddlers and two year -old are met. Prepares requests for and purchases all classroom supplies/equipment with supervisor approval. Provides and participates in learning experiences that allow infants, toddlers, and two year-olds to solve problems, initiate activities, explore environments, and develop language through hands-on learning. Supports the development of infants/toddlers positive self-concept and social skills through the promotion of cultural and ethnic acceptance and experiences. Provides direct supervision to children at all times; maintaining child/staff ratios in accordance with policies and regulations. Provides information to Family Advocate of any known reason for child absence. Ensures regular safety and fire/storm drills are conducted. Assures that emergency procedures and evacuation routes are posted in the classroom. Maintains and documents regular contact with parents/caregivers ensuring two home visits and two parent/teacher conferences are conducted yearly. Recruits parents/caregivers as volunteers in the classroom/center. Documents/reports parent participation in center activities. Prepares two individualized home activities each month per child and provides activity instructions to parents. Acquaints volunteers with the classroom. Prepares parent bulletin board and ensures compliance with program standards. Emphasizes the importance of cleanliness/hygiene, assuring that hand washing takes place at appropriate times throughout the day including but not limited to after diaper changing/toileting, nose cleaning, and before/after mealtime. Ensures children’s hands and face are clean upon departing for the day. Promotes and assists children with tooth brush routine after lunch. Assists in the recruitment of children for the program. Participates in community activities as requested that enhance the Early Head Start program. Maintains appropriate documentation required by USDA/Child Care Food Program and ensures quality of data and timelines for completion. Actively participates in center/classroom activities, parent meetings and annual parent activities as requested. Acts as an advocate and role model for Early Head Start families. Recruits infants, toddlers, and two year-olds for the program.  Assists in the development and implementation of the annual training plan, including pre-service, in-service, T/TA, and ongoing training requirements. Attends and actively participates in training programs, staff meetings, and other meeting/trainings. Maintains confidentiality in all aspects of client, staff and agency information. Maintains effective working interaction with coworkers and outside contacts that will enhance the operation of the Head Start program. Organizes and prioritizes all assignments as directed. Participates in community activities that enhance Head Start / Early Head Start programs as directed. Participates in Community Assessment and Self-Assessment and performs reasonable related functions. Uses and follows the policies/procedures of Head Start, federal, state and local regulations/laws, and federal regulations/laws including the  Head Start Performance Standards, applicable transmittal notices, and other administrative orders/directions. Uses and follows the policies/procedures of You Thrive Florida, including but not limited to Personnel Policies, Occupational Health and Safety policies, payroll policies/practices, etc. NON-ESSENTIAL/SECONDARY FUNCTIONS : Performs any additional duties as directed or assigned by supervisor, management staff, program director or You Thrive Florida management staff. This description is intended to convey information essential to understanding the scope of the position and is not intended to be an exhaustive list of skills, efforts, duties, responsibilities, or working conditions associated with the position. JOB STANDARDS : Education: National CDA with Infant/Toddler Endorsement or FCCPC.  See Career Development Plan for expected education and DCF/You Thrive Florida training requirements for each level. Experience: Two years of experience in child education, care and service or related field. Licenses & Certifications: Valid Florida driver’s license and be insurable by Company’s current carrier.  Subject to Federal, State and Local legal requirements/background checks/clearance for working with children.  First Aid and CPR certified. Within 18 months of employment, must obtain a Director’s Credential, which must be maintained throughout employment. CRITICAL SKILLS, ABILITIES, & EXPERTISE :   Physical Requirements: These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the position.   Sitting, standing for long periods of time, use of fingers, arms, hands and legs and voice/talking are constant.  Good eyesight (correctable) and hearing (correctable) are essential.  Squatting, walking, handling, grasping, stretching/reaching, bending at the waist, driving and light lifting and/or carrying (up to 15lbs) are frequent.  Pushing, pulling, kneeling, balancing, turning, feeling, medium lifting and/or carrying (up to 65lbs) are occasional. Smelling, tasting, bending and feeling are frequent.  Playing with children, which may include hopping, skipping, jumping, dancing, and twisting are occasional.  Must have ability to get up from a seated position on the floor or a low chair without hesitation.  Equipment: Computer, facsimile, copy machine, calculator, multi-line phone and other small office and instructional equipment, playground equipment and vehicle. Skills & Expertise: Ability to carry out lesson plans.  Ability to implement and coordinate activities for infants, toddlers, and two year-olds.  Ability to work with children with special needs.  Knowledge of early childhood education methods.  Ability to establish effective working relationships with people, particularly parents and children.  Skill in completing work with a high degree of accuracy.  Ability to arrive to work daily and on time.  Ability to work with limited direction.  Knowledge of organization methods. Ability to evaluate situations and make prompt decision.  Ability to effectively communicate orally and in writing.  Ability to analyze and interpret data.  Ability to use and operate a personal computer.  Knowledge of child disability and mental health issues.  Ability to maintain You Thrive Florida, Head Start, child and parent confidentiality.  Knowledge of classroom management techniques.  Ability to be reliable, responsible and accountable to job requirements.   ENVIRONMENTAL JOB FACTORS : Job Location: Primary location is the Head Start facilities in Hernando, Sumter and/or Volusia counties.  Occasional travel to other counties. Work Environment:   While performing the responsibilities of the position, these work environment characteristics are representative of the environment the employee will encounter.  Office environment and working alone and with others frequently.  Working with office equipment is frequent.  Occasionally outdoors and operates a vehicle. Mon, 18 May 2026 15:37:24 -0400 https://alumnijobs.cofc.edu/jobs/rss/22281782/teacher-assistant-early-childhood-education-4108c-86243 https://alumnijobs.cofc.edu/jobs/rss/22281782/teacher-assistant-early-childhood-education-4108c-86243 Berkeley, California, Teacher Assistant, Early Childhood Education (4108C) 86243 About Berkeley At the University of California, Berkeley, we are dedicated to fostering a community where everyone feels welcome and can thrive. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff. As a world-leading institution, Berkeley is known for its academic and research excellence, public mission, diverse student body, and commitment to equity and social justice. Since our founding in 1868, we have driven innovation, creating global intellectual, economic and social value. We are looking for applicants who reflect California's diversity and want to be part of an inclusive, equity-focused community that views education as a matter of social justice. Please consider whether your values align with our Guiding Values and Principles , Principles of Community , and Strategic Plan . At UC Berkeley, we believe that learning is a fundamental part of working, and provide space for supportive colleague communities via numerous employee resource groups (staff organizations). Our goal is for everyone on the Berkeley campus to feel supported and equipped to realize their full potential. We actively support this by providing all of our full-time staff employees with at least 80 hours (10 days) of paid time per year to engage in professional development activities. Find out more about how you can grow your career at UC Berkeley. Departmental Overview The Early Childhood Education Program (ECEP) serves over 260 children (3 months through pre-kindergarten) of university (faculty, staff, and students) and community families. The program consists of over 60 career FTE, 10 - 30+ limited and per diem substitutes, and 60 - 80 student assistants who work daily with children and families in the program to assure high-quality early education experiences that best nurture and develop the individual child, support a family-responsive environment for the university, and advance the field of early childhood education. This position requires a strong foundation in ECE pedagogy and developmentally appropriate care and educational practices for young children in a group setting that utilizes low adult-to-child ratios. Under general supervision, the Assistant Teacher is responsible for supporting a play-based, emergent curriculum, including preparing and implementing lesson plans that best meet the individual needs of children within a group setting. The curriculum is 'emergent' because it is derived from the children's interests and is teacher-facilitated rather than teacher-directed. The Assistant Teacher supports Teachers in developing and leading small- and large-group activities appropriate to the age and developmental level of the children assigned to them. The program also commonly follows the National Association for the Education of Young Children (NAEYC) best practices and a caregiving philosophy recommended by the Program for Infant and Toddler Care (PITC). The Assistant Teacher is also responsible for assisting with preparing lesson plans that meet the individual needs of children. Assistant Teachers support in leading small- and large-group activities for the age and developmental level of the children assigned. Assistant Teachers assist, support, and provide feedback to Teachers regarding child screening and ongoing assessment, based on established child development milestones, to better support the individual needs of each child and to determine whether any referrals are necessary for more formal screening and assessment. Assistant Teachers are also responsible for supporting the parent communication process and interaction regarding the child's progress and adherence to local, state, and federal standards, as well as all licensing regulations pertaining to children in group care settings. Excellent communication and a commitment to teamwork are core to the success of this position. Application Review Date The First Review Date for this job is May 28, 2026 Responsibilities Classroom Responsibilities Provides caregiving functions as needed and when appropriate, i.e., diapering, napping, feeding, nurturing, etc. Assists in building and maintaining a positive, safe, and nurturing environment for young children and families. Helps to ensure appropriate ratios and child safety throughout the shift. Models intentional learning and supportive emerging literacy practices in all interactions with children and always models appropriate professional behavior including calm tone when in presence or hearing distance of children. Helps prepare materials and classroom opportunities that align with the children's emerging interests and address their individual needs. Helps plan and provide activities that stimulate children's curiosity and abilities and encourages their social emotional, fine and gross motor, language, pre-literacy, and other critical developmental foundational skills. Participates in meetings with Teachers to discuss concerns and to plan curriculum. Supports NAEYC 'best practices' and follows NAEYC Code of Ethical Conduct. Supports PITC philosophy in infant/toddler rooms, where operationally possible and appropriate, recognizing that some children may need to be moved to different teachers and/or classrooms based on the individual child's developmental needs. Observes and interacts with children as individuals and shares observations with staff. Provides both written and verbal feedback to teachers that support individual needs ofchildren. Provides input to teachers in support of parent/teacher conferences. Uses respectful language and positive guidance when addressing children's behavior in the classroom. Participates in classroom management to maintain a positive learning atmosphere. Includes all children regardless of developmental level, cultural background, and primary language spoken, and/or expressed behavior or personality. Professional Responsibilities Attends all required meetings, which include staff and individual required training, staff meetings, team meetings, enrollment & program update related open houses, individual performance reviews, as scheduled and assigned by supervisor. Represents ECEP by being professional at all times, responsive, caring, and informative in communication with parents, fellow teachers, co-workers, and the campus community. Does not share internal conflict or philosophical/curriculum disagreements with parents and others and when unsure, consults with Center Director, Associate Director, or Executive Director on communication. Develops collaborative and respectful relationships with peers, supervisors, and managers. Addresses conflicts in a timely manner and involves the Site Director/Center Director, HR, and/or other management members when appropriate. Immediately informs the Site Director/Center Director of emerging parent conflict. Adheres to policies in the ECEP Teacher Resource Guide, including, but not limited to: health and safety policies, program philosophy guidelines, use of prep time, and any other policies and procedures therein. Adheres to and supports the NAEYC Code of Ethical Conduct. Performs other duties as assigned by supervisor that are appropriate to classification and within CBA. Other ad hoc duties to be assigned Required Qualifications Demonstrated ability to perform basic computer use, including keyboard and mouse, simple data entry, use of email software, and internet search. Proficiency with basic-level MS Word. Ability to safely manage multiple children (within established ratios) and provide engaging activities and appropriate interactions to encourage learning and social-emotional development. Ability to proofread own work (email or other communication, etc.) for accuracy. Ability to work with diverse clientele using patience, tact, sensitivity, and diplomacy. Demonstrated ability and experience to teach and work independently in a center-based child care program. Knowledge of developmental needs and appropriate learning experiences for children from 3 months to 5 years. Familiarity with child development theory and practice. Physical ability to care for and engage young children in activities, which include: lifting up to 50 pounds, standing and walking up to 4 hours per day, and bending and squatting to work at a child's eye level. Effective written and verbal communication skills. High School Diploma or GED required and/or equivalent combination of experience/training. Minimum of 12 or more ECE units, including 3 Infant and Toddler units, required if hired for an infant/toddler room. Preferred Qualifications State of California Child Development Associate Teacher Permit (or higher level) Salary & Benefits This is a full-time career position. This position is eligible for full UC benefits. For information on the comprehensive benefits package offered by the University, please visit the University of California's Compensation & Benefits website. Under California law, the University of California, Berkeley is required to provide a reasonable estimate of the compensation range for this role and should not offer a salary outside of the range posted in this job announcement. This range takes into account the wide range of factors that are considered in making compensation decisions including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, analysis of internal equity, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience. The budgeted hourly range that the University reasonably expects to pay for this position is $25.61 - $26.79 (steps 4-6). Other Information This position is governed by the terms and conditions in the agreement for the Clerical & Allied Services Unit (CX) between the University of California and Teamsters Local 2010. The current bargaining agreement manual can be found at: http://ucnet.universityofcalifornia.edu/labor/bargaining-units/cx/index.html This is not a visa opportunity. This position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee. How to Apply To apply, please submit your resume and cover letter. Physical Exam Pediatric First Aid and CPR (or must obtain within three months of hire). Maintains current Pediatric CPR/First Aid certification. Provide proof of current TB clearance, up-to-date measles vaccination, and up-to-date health screening clearance, along with any new State or UC Berkeley health requirements that apply to positions working with young children. Must complete bloodborne pathogen training annually - upon hire. Conviction History Background This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check. Must have received fingerprint clearance through the Department of Social Services Community Care Licensing Division. Background clearance must be maintained while employed as an Assistant Teacher. Mandated Reporter This position has been identified as a Mandated Reporter required to report the observed or suspected abuse or neglect of children, dependent adults, or elders to designated law enforcement or social service agencies. We reserve the right to make employment contingent upon completion of signed statements acknowledging the responsibilities of a Mandated Reporter. Misconduct Disclosure As a condition of employment, the final candidate who accepts a conditional offer of employment will be required to disclose if they have been subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct; received notice of any allegations or are currently the subject of any administrative or disciplinary proceedings involving misconduct; have left a position after receiving notice of allegations or while under investigation in an administrative or disciplinary proceeding involving misconduct; or have filed an appeal of a finding of misconduct with a previous employer. 'Misconduct' means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. For reference, below are UC's policies addressing some forms of misconduct: UC Sexual Violence and Sexual Harassment Policy UC Anti-Discrimination Policy Abusive Conduct in the Workplace Equal Employment Opportunity The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law. To apply, visit https://careerspub.universityofcalifornia.edu/psc/ucb/EMPLOYEE/HRMS/c/HRS_HRAM_FL.HRS_CG_SEARCH_FL.GBL?Page=HRS_APP_JBPST_FL&JobOpeningId=86243&PostingSeq=1&SiteId=21&languageCd=ENG&FOCUS=Applicant Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-3a4bbd3a5743324f95602a23c833e9be Sat, 30 May 2026 02:53:20 -0400 https://alumnijobs.cofc.edu/jobs/rss/22274618/uc-berkeley-future-of-higher-education-fhe-postdoctoral-fellowship https://alumnijobs.cofc.edu/jobs/rss/22274618/uc-berkeley-future-of-higher-education-fhe-postdoctoral-fellowship Berkeley, California, UC Berkeley Future of Higher Education (FHE) Postdoctoral Fellowship Position overview Position title: UC Berkeley Future of Higher Education (FHE) Postdoctoral Fellow Salary range: The UC academic salary scales set the minimum pay determined by rank and step at appointment. See the following table(s) for the current salary scale(s) for this position. A reasonable estimate for this position is $69,073 to $71,632. Percent time: 100% Anticipated start: September 1, 2026 and contingent on completion of degree Position duration: 2 years Application Window Open date: May 13, 2026 Next review date: Wednesday, May 27, 2026 at 11:59pm (Pacific Time) Apply by this date to ensure full consideration by the committee. Final date: Saturday, Jun 13, 2026 at 11:59pm (Pacific Time) Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled. Position description The UC Berkeley Future of Higher Education (FHE) Postdoctoral Fellowship Program seeks applications for a two-year Postdoctoral Fellowship program from scholars in any discipline with a Ph.D. from the University of California, Berkeley who have interest in a career in higher education administration. This two-year postdoctoral fellowship is reserved for scholars who earned or will earn their doctorate from UC Berkeley during this academic year. To apply, a candidate must have completed all requirements for their doctoral degree by August 14, 2026. Fellows are expected to be in Berkeley for the two-year duration of the postdoc. As a postdoctoral fellowship program, appointments are defined to be 50% research and 50% practice. The 50% research time will be split between institutional and personal research. Institutional research project(s) will be either established by, or related to, the office or program a postdoctoral fellow is assigned. Personal research will be flexible for the fellow to further develop research from their graduate studies through preparation for publication, conference presentations, etc. The percentage of time spent between the two endeavors will be negotiated between the fellows and the hiring units; however, it is the expectation that institutional research will take priority. The specific time allocation will be dependent on the needs and expectations of the units to which the fellows assigned. The institutional research projects that the fellows will work on may vary in their methodologies, size and scope, individual or team-based nature, etc. In an effort to equip the fellow with the skills and exposure necessary to succeed, we are committed to work with hiring units to provide the fellow training and support, as well as to highlight the skillsets, values, and perspectives they bring. As such, we are particularly interested in applicants who are committed to evolving and adapting to new opportunities and projects, and who recognize the value of institutional research and higher education administration. In addition to the 50% research focus, there will be a 50% professional practice component to the fellowship. The practice components of the fellowship will consist of exposure to higher education management and leadership by contributing to a variety of assigned tasks related to the hiring units' priorities. These may include facilitating meetings, managing various projects that are aligned with the strategic goals of the units, managing staff, sitting on committees, or other duties as assigned. The goal of the practice portion of the fellowship is to allow the fellows to gain experience working at a managerial level within specific units and to engage with the dynamics and nuances that come with an administrative role in a higher education setting Descriptions by Sponsoring Department CDSS Dean's Office (1) The College of Computing Data Science, and Society (CDSS) is the newest college at UC Berkeley in more than 50 years. Our Student Services team manages admissions, advising, and student support programs for nearly 4500 students across graduate and undergraduate degrees. Our unit consists of a team of academic advisors, event staff, career counselors, research staff, and folks focused on evaluating admissions applications. This post-doc role will focus on student data analysis and reporting. The role will report to the Assistant/Associate Dean of Students and work on college-level institutional research, with a specific focus primarily on collection and analysis of student data, program and student evaluation, financial and non-financial reporting, and grant writing to support programs within CDSS. The position manages sensitive student data across functional areas and provides timely analysis, graphic support, and aid in the collection and usage of metrics related to admissions, enrollment, course/program evaluation, program reviews, as well as executive reports and grant writing initiatives for the college. The position will provide lead support to college leadership on data needed for grant, fellowship, and scholarship development. They must demonstrate good judgment in selecting methodology and delivery. Berkeley Discovery (2) Berkeley Discovery connects academic learning to real-world applications, helping students link their studies to research, innovation, entrepreneurship and professional pathways while tackling complex challenges. We facilitate this work by creating real-world opportunities for students, supporting graduate student-led projects, and maintaining the Discovery Opportunities Platform - an online directory for internships, fellowships, and more. Our mission is to weave all undergraduates into the fabric of innovation, creativity, and entrepreneurship at our university. Berkeley Discovery empowers every student to graduate with confidence, having already applied their talents to real-world challenges. Are you interested in expanding resources for students (from high-quality mentorship to original research experiences), collecting data to measure student impact (assessment), and/or exploring strategies for improving teaching and learning? The Discovery Team offers an opportunity to contribute to these efforts as part of a campus-wide initiative while expanding and complementing your current research. This is a chance to make a meaningful impact while advancing your academic and professional goals. Our Discovery Hubs are interdisciplinary projects in which graduate student, postdoc, or staff and faculty mentors lead undergraduate teams to tackle high-stakes challenges: from original research and creative works, to startups and industry solutions. This tiered model provides graduate students with independence and executive management skills. It gives staff scientists and other staff experts dedicated support for their work, with students getting real-world experience. At the same time, undergraduates build peer networks and apply their studies to real-world problems in a collaborative environment. Research mentorship looks different across disciplines, and we look forward to welcoming another postdoc to bring their expertise to the creation of new and iteration of existing Discovery Hubs. L&S Deans' Office (3) Letters & Science is the largest college in the #1 public university: the great, big heart of UC Berkeley. We offer a transformative academic experience that is both broad and deep, bridging arts and humanities, social sciences, biological and physical sciences. In L&S, students discover the curriculum they want and the community they need. The postdoc will support assessment of undergraduate academic programs and policy-related projects that have campus-wide impact at Berkeley. The postdoc will collaborate with senior administration and leadership to drive strategic policy initiatives of the L&S Executive Dean and the L&S Executive Committee, which is charged with the general oversight of the welfare and instruction of the students of the College and serves as the Committee on Educational Policy for the College. The postdoc will design and lead assessments of undergraduate academic programs and policies, make recommendations to leadership, and demonstrate the impact of programs and policies, centering equity and student success. Specific projects may include first-year programs, direct-to-major admissions for transfer students, and advising policies and procedures. Journalism (4) The UC Berkeley School of Journalism is a global leader in journalism education, preparing exceptional fact-finders and storytellers to report the stories of our times and hold power to account. At a time of profound changes in the media and challenges to journalism, UC Berkeley Journalism champions press freedom, embraces innovation and expands who gets to be a journalist. The Future of Higher Education (FHE) Postdoctoral Fellow will play a central role in the development and launch of the Berkeley Center for Journalism Leadership at the UC Berkeley School of Journalism. This is a highly collaborative, applied role at the intersection of higher education, journalism, and organizational leadership. The fellow will work closely with the Dean, faculty, and senior staff to design, pilot, and operationalize key components of the Center, with a focus on translating strategic vision into actionable programs and sustainable infrastructure. GSI Teaching & Resource Center and Graduate Writing Center (5) The Graduate Division's GSI Teaching & Resource Center and Graduate Writing Center provide a broad array of programs and services to support the academic and professional development of UC Berkeley graduate students in the areas of teaching and writing. In addition to their respective core missions, these two units collaborate to create and offer courses, workshops, mentoring programs, and materials to support the development of graduate student mentoring skills. Their newest collaboration is the development of a Certificate in Research Mentoring that will launch in 2026-2027. The FHE Postdoctoral Fellow will assist in the implementation, ongoing development, and assessment of the new Certificate in Research Mentoring program. The goals of the mentoring certificate program are to enable graduate students to: Receive structured support in the development of research mentoring skills; Benefit from the resources developed for the Graduate Division's SMART (Student Mentoring and Research Teams) program, in particular, Intentional Mentoring: A Research Mentoring Toolkit for Graduate Students and Postdocs; Provide evidence of research mentoring skills intentionally developed through coursework, workshops, and an applied research mentoring experience when they are on the job market; Receive acknowledgment for the contributions they have made to research mentoring on the campus. UC Berkeley's Office of Ethics, Risk, and Compliance (OERCS) (6) OERCS is responsible for coordinating and monitoring the University's ethics, risk and compliance activities, and for developing a culture of accountability in which risk assessment and risk management (mitigation) are part of all campus practices and decision making activities. OERCS assists functional managers across campus with mitigating risk; complying with laws, regulations, and policies; and adhering to the ethical standards of the University, including privacy. OERCS aims, through strategic communication, to relate compliance to the university's mission, making compliance legible and accessible to the entire campus community. UC Berkeley's Office of Ethics, Risk, and Compliance would benefit from the support of a creative, flexible, risk and compliance generalist who could support unit leadership across a variety of areas. The OERCS postdoc would be assigned both special projects as well as ongoing responsibilities in support of the campus risk and compliance portfolio. Assignments will be based on current unit and campus needs. OERCS is a collaborative unit that interacts with a wide range of campus partners. The postdoc would have the opportunity to lead, contribute to, and learn about a variety of programs across the risk and compliance portfolio. Berkeley Underground Scholars (7) Berkeley Underground Scholars is an academic support program housed within the Division of Equity and Inclusion at UC Berkeley. BUS creates a pathway for incarcerated, formerly incarcerated, and system-impacted individuals into higher education by building a prison-to-school-to-career pipeline through a five-pillar program model: recruitment, retention, advocacy, wellness, and career services. BUS currently offers multiple programs to support the recruitment pillar and now intends to bring the Teach In Prison (TIP) program into BUS, which would powerfully complement the existing recruitment programs to higher education. Since 2000, student-led TIP has taken University of California, Berkeley undergraduates to tutor inside San Quentin State Prison. In cooperation with San Quentin's Warden's office, the Robert E. Burton Adult School, and UC Berkeley, Cal students have been helping incarcerated students compassionately work toward their academic goals. TIP operates as a learning, organizing, and tutoring space, where TIP members gather weekly for learning sessions, organize to keep the program running, and tutor inside. This new chapter in the development of BUS higher education pathways provides an exciting opportunity for UC Berkeley, unique to higher education, which we hope to study and learn from. As a BUS/TIP Postdoc, they will be responsible for supporting TIP's facilitation, operations, and relationship with San Quentin and UC Berkeley. Providing accountability, structure, and guidance, the fellow will guide TIP student facilitators in executing TIP abolition and tutoring curriculum, supporting the development of assignments, coordination of community partners, and maintaining proper standing within UCB's requirements for student-run courses. The Postdoc will attend regular learning gatherings to support facilitators and members' learning. Additionally, this position will support TIP's organizer committee in maintaining the program's operations, including supporting the Registered Student Organization and Decal registration, organizer training, funding structures, social media presence, and long-term projects. As a BUS/TIP Postdoc, they will work closely with San Quentin to complete tutors' clearance, training, and scheduling. This position requires a commitment to mentoring undergraduate and graduate students who are tutoring, organizing, and learning around prison abolition. This on-the-ground program work will also be a site of study and evaluation, centrally assessing the efficacy of the program in supporting incarcerated individuals' progress into higher education and what infrastructures in BUS at UC Berkeley are most responsive to meeting the complexities of providing prison education programming. Graduate Division (Academic Affairs) (8) The Academic Affairs division within the Graduate Division partners with faculty and staff of graduate and professional programs across campus, including the deans of our schools and colleges, to maintain the world-renowned quality of Berkeley graduate education. We advise on graduate and professional program proposals and administer the Graduate Student Academic Misconduct Policy. As the administrative arm of the Academic Senate's Graduate Council, the Academic Affairs Unit is uniquely positioned to facilitate research in collaboration with other campus partners to inform academic policy and serve graduate education. We propose that the Academic Affairs unit serve as a home to host a FHE postdoc to work on a data collection project that examines how academic integrity issues are framed and perceived in this moment where GenAI tools are being adapted by students and institutions alike. The data collected for this project would be utilized to devise and implement interventions focusing on academic integrity as a practice. This project would move beyond a 'one-size-fits-all' approach to academic integrity by mapping disciplinary variances in AI use, as well as perceptions of acceptable use by students and faculty. By housing this role, the Division can inform the Graduate Council to develop evidence-based policies that account for the diverse pedagogical norms of the Humanities, Social Sciences, and STEM fields. The data output will inform current and future policy decisions regarding academic integrity and GenAI use in teaching and research, directly in alignment with Graduate Division's missions. Qualifications Basic qualifications (required at time of application) PhD, or equivalent international degree, or enrolled in a PhD or equivalent international degree granting program Additional qualifications (required at time of start) PhD (or equivalent international degree) by August 14, 2026 No postdoctoral research experience Preferred qualifications Received their PhD from UC Berkeley Application Requirements Document requirements Curriculum Vitae - Your most recently updated C.V. Cover Letter Reference requirements 2-3 letters of reference required Please provide your reference letters in PDF format. Apply link: https://aprecruit.berkeley.edu/JPF05320 Help contact: FHE_postdoc@berkeley.edu About UC Berkeley UC Berkeley is committed to diversity, equity, inclusion, and belonging in our public mission of research, teaching, and service, consistent with UC Regents Policy 4400 and University of California Academic Personnel policy ( APM 210 1-d ). These values are embedded in our Principles of Community , which reflect our passion for critical inquiry, debate, discovery and innovation, and our deep commitment to contributing to a better world. Every member of the UC Berkeley community has a role in sustaining a safe, caring and humane environment in which these values can thrive. The University of California, Berkeley is an Equal Opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or protected veteran status. For more information, please refer to the University of California's Affirmative Action and Nondiscrimination in Employment Policy and the University of California's Anti-Discrimination Policy . In searches when letters of reference are required all letters will be treated as confidential per University of California policy and California state law. Please refer potential referees, including when letters are provided via a third party (i.e., dossier service or career center), to the UC Berkeley statement of confidentiality prior to submitting their letter. As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements. Unless stated otherwise, unambiguously, in the position description, this position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee. As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct. 'Misconduct' means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination, as defined by the employer. UC Sexual Violence and Sexual Harassment Policy UC Anti-Discrimination Policy APM - 035: Affirmative Action and Nondiscrimination in Employment Job location Berkeley, CA To apply, visit https://aprecruit.berkeley.edu/JPF05320 Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-d25181a03720bc418401fd6006a0b3bc Sat, 30 May 2026 02:53:20 -0400 https://alumnijobs.cofc.edu/jobs/rss/22270521/early-head-start-teacher https://alumnijobs.cofc.edu/jobs/rss/22270521/early-head-start-teacher Daytona Beach, Florida, POSITION SUMMARY : Responsible for day-to-day operation and management of the classroom.  Responsible for guiding and directing the learning experiences for infants, toddlers and two years-old by providing a developmentally appropriate learning environment.   Schedule: Monday - Friday 7:30am-3:30pm   Please apply online at  www.youthrivefl.org   Only completed and signed applications will be considered. Full Time Position- Benefits Eligible: Teacher Break Pay, Sick, PTO, Employer paid health benefits, Vision & Dental Plans, 403(b) Retirement, 14 company paid holidays, Pet Insurance, Basic $30,000 Life Insurance Policy, Long-Term Disability (LTD) and Accidental Death & Dismemberment Insurance (AD&D). Public Service Loan Forgiveness Qualified Employer.   ESSENTIAL JOB FUNCTIONS : Maintains an open, friendly, and cooperative relationship with each child and family. Encourages each child's family to be actively involved in the Early Head Start program. Promotes/supports parent-child bonding and nurturing parent-child relationships. Promotes/supports feelings of security and trust in infants, toddlers, and two year-olds. Greets infants, toddlers, and two year-olds and their parents/caregivers warmly and with enthusiasm each morning. Assures that: each infant, toddler, and two year-old is warmly greeted upon arrival; each infant is held; and each child is transitioned to become a part of the learning environment. Talks, sings, and reads to infants, toddlers, and two year-olds frequently throughout the day. Responds quickly, in a soothing and tender manner to infants, toddlers and two years -old cries or calls of distress. Responds consistently to infants/toddler’s needs for food and comfort. Implements individualized feeding plans for infants, sit with toddlers and two-year-olds, and shares family-style meal; models manners and good nutrition. Tends to children's personal hygiene needs, remaining especially attentive to but not limited to: routines such as diaper changing, cleaning, feeding, and changing soiled or wet clothes. Respects children’s curiosity about each other; ensures that children treat each other gently. Organizes each day's activities to provide children with a variety of individualized experiences and opportunities that allow them to develop curiosity, initiative, problem-solving skills, and creativity, as well as a sense of security and a feeling of belonging to the group. Conducts developmental screenings and ongoing assessments of infant, toddler, and two year-olds to determine motor, language, social, cognitive perceptual and emotional skills. Completes timely, neat, accurate documentation of screenings, assessments, individualized plans, attendance, daily health checklist, feedings, daily activity logs for parents/caregivers, home visits, inventories, and other documentation as may be deemed necessary for providing quality services. Completes menu worksheet for assigned infants, toddlers, and two-year-olds. Submits weekly, written developmental plans to the CDS for each child, according to growth and needs, with input from parents/caregivers. Maintains a safe, clean, care-giving environment, practices good personal hygiene and hand washing, and assures the wellbeing and safety of all of the children in that environment. Maintains a positive, calm attitude and a pleasant, soothing voice, and models this attitude and voice for parents and others working or volunteering in the program. Maintains a cooperative attitude of working together with other Infant, Toddler, and Two Year-Old teachers and supervisors, parents and volunteers in planning and implementing activities for the program/classroom. Utilizes developmentally appropriate discipline techniques. Protects all children from physical punishment or verbal abuse by anyone in any program activity, and immediately reports any such incident to the center director or person in charge. Provides for the physical safety of each child from arrival time until departure time. Assists the family advocate in teaching and modeling developmentally appropriate practices for parents/caregivers in caring for their young children. Observes children to detect signs of illness, injury, abuse, neglect, emotional disturbance, or other special needs, and reports these signs immediately to the CDS or person in charge. Plans activities for children with special needs, with training and technical assistance from disabilities and mental health specialists; implements individual education plans, behavior management plans, and/or individualized services or activities as outlined for these children. Attends all training opportunities and staff meetings as provided and scheduled. Performs any other tasks deemed necessary by supervisors. Demonstrates proficiency and application in the learning environment of the CLASS (Classroom Assessment Scoring System). Guides children in developing basic concepts as prescribed in the education, nutrition, health, dental and mental health plans Develops Education Child Portfolio for each infant, toddler, and two year-old in the classroom with required and current documentation and ensures accuracy and completion. Ensures referral is completed and submitted to the appropriate service area for any infant, toddler, and two year-old with a suspected delay or any other area of concern. Participates in supporting the family with the implementation process of the ISFP in collaboration with the Disabilities team and Early Steps. Maintains a safe, clean, and orderly classroom and playground area. Monitors and reports in writing to supervisor any needed repairs and takes appropriate action to correct any unsafe area. Establishes and maintains an adequately supplied classroom, ensuring the physical and developmental needs of all infants, toddlers and two year -old are met. Prepares requests for and purchases all classroom supplies/equipment with supervisor approval. Provides and participates in learning experiences that allow infants, toddlers, and two year-olds to solve problems, initiate activities, explore environments, and develop language through hands-on learning. Supports the development of infants/toddlers positive self-concept and social skills through the promotion of cultural and ethnic acceptance and experiences. Provides direct supervision to children at all times; maintaining child/staff ratios in accordance with policies and regulations. Provides information to Family Advocate of any known reason for child absence. Ensures regular safety and fire/storm drills are conducted. Assures that emergency procedures and evacuation routes are posted in the classroom. Maintains and documents regular contact with parents/caregivers ensuring two home visits and two parent/teacher conferences are conducted yearly. Recruits parents/caregivers as volunteers in the classroom/center. Documents/reports parent participation in center activities. Prepares two individualized home activities each month per child and provides activity instructions to parents. Acquaints volunteers with the classroom. Prepares parent bulletin board and ensures compliance with program standards. Emphasizes the importance of cleanliness/hygiene, assuring that hand washing takes place at appropriate times throughout the day including but not limited to after diaper changing/toileting, nose cleaning, and before/after mealtime. Ensures children’s hands and face are clean upon departing for the day. Promotes and assists children with tooth brush routine after lunch. Assists in the recruitment of children for the program. Participates in community activities as requested that enhance the Early Head Start program. Maintains appropriate documentation required by USDA/Child Care Food Program and ensures quality of data and timelines for completion. Actively participates in center/classroom activities, parent meetings and annual parent activities as requested. Acts as an advocate and role model for Early Head Start families. Recruits infants, toddlers, and two year-olds for the program.  Assists in the development and implementation of the annual training plan, including pre-service, in-service, T/TA, and ongoing training requirements. Attends and actively participates in training programs, staff meetings, and other meeting/trainings. Maintains confidentiality in all aspects of client, staff and agency information. Maintains effective working interaction with coworkers and outside contacts that will enhance the operation of the Head Start program. Organizes and prioritizes all assignments as directed. Participates in community activities that enhance Head Start / Early Head Start programs as directed. Participates in Community Assessment and Self-Assessment and performs reasonable related functions. Uses and follows the policies/procedures of Head Start, federal, state and local regulations/laws, and federal regulations/laws including the  Head Start Performance Standards, applicable transmittal notices, and other administrative orders/directions. Uses and follows the policies/procedures of You Thrive Florida, including but not limited to Personnel Policies, Occupational Health and Safety policies, payroll policies/practices, etc. NON-ESSENTIAL/SECONDARY FUNCTIONS : Performs any additional duties as directed or assigned by supervisor, management staff, program director or You Thrive Florida management staff. This description is intended to convey information essential to understanding the scope of the position and is not intended to be an exhaustive list of skills, efforts, duties, responsibilities, or working conditions associated with the position. JOB STANDARDS : Education: National CDA with Infant/Toddler Endorsement or FCCPC.  See Career Development Plan for expected education and DCF/You Thrive Florida training requirements for each level. Experience: Two years of experience in child education, care and service or related field. Licenses & Certifications: Valid Florida driver’s license and be insurable by Company’s current carrier.  Subject to Federal, State and Local legal requirements/background checks/clearance for working with children.  First Aid and CPR certified. Within 18 months of employment, must obtain a Director’s Credential, which must be maintained throughout employment. CRITICAL SKILLS, ABILITIES, & EXPERTISE :   Physical Requirements: These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the position.   Sitting, standing for long periods of time, use of fingers, arms, hands and legs and voice/talking are constant.  Good eyesight (correctable) and hearing (correctable) are essential.  Squatting, walking, handling, grasping, stretching/reaching, bending at the waist, driving and light lifting and/or carrying (up to 15lbs) are frequent.  Pushing, pulling, kneeling, balancing, turning, feeling, medium lifting and/or carrying (up to 65lbs) are occasional. Smelling, tasting, bending and feeling are frequent.  Playing with children, which may include hopping, skipping, jumping, dancing, and twisting are occasional.  Must have ability to get up from a seated position on the floor or a low chair without hesitation.  Equipment: Computer, facsimile, copy machine, calculator, multi-line phone and other small office and instructional equipment, playground equipment and vehicle. Skills & Expertise: Ability to carry out lesson plans.  Ability to implement and coordinate activities for infants, toddlers, and two year-olds.  Ability to work with children with special needs.  Knowledge of early childhood education methods.  Ability to establish effective working relationships with people, particularly parents and children.  Skill in completing work with a high degree of accuracy.  Ability to arrive to work daily and on time.  Ability to work with limited direction.  Knowledge of organization methods. Ability to evaluate situations and make prompt decision.  Ability to effectively communicate orally and in writing.  Ability to analyze and interpret data.  Ability to use and operate a personal computer.  Knowledge of child disability and mental health issues.  Ability to maintain You Thrive Florida, Head Start, child and parent confidentiality.  Knowledge of classroom management techniques.  Ability to be reliable, responsible and accountable to job requirements.   ENVIRONMENTAL JOB FACTORS : Job Location: Primary location is the Head Start facilities in Hernando, Sumter and/or Volusia counties.  Occasional travel to other counties. Work Environment:   While performing the responsibilities of the position, these work environment characteristics are representative of the environment the employee will encounter.  Office environment and working alone and with others frequently.  Working with office equipment is frequent.  Occasionally outdoors and operates a vehicle. Mon, 18 May 2026 15:35:30 -0400 https://alumnijobs.cofc.edu/jobs/rss/22270617/head-start-teacher-assistant https://alumnijobs.cofc.edu/jobs/rss/22270617/head-start-teacher-assistant Daytona Beach, Florida, POSITION SUMMARY : Responsible for supporting the needs by assisting the teacher with the day- to-day operation and management of the classroom. Assisting with guiding and directing the learning experiences for children by providing a developmentally appropriate learning environment. Schedule: Monday - Friday 7:30am-3:30pm Please apply online at  www.youthrivefl.org   Only completed and signed applications will be considered. Full Time Position- Benefits Eligible: Teacher Break Pay, Sick, PTO, Employer paid health benefits, Vision & Dental Plans, 403(b) retirement, 14 company paid holidays, Pet Insurance, Basic $30,000 Life Insurance Policy, Long-Term Disability Insurance (LTD) and Accidental Death & Dismemberment Insurance (AD&D). Public Service Loan Forgiveness Qualified Employer.   ESSENTIAL JOB FUNCTIONS: Assists teacher with providing developmentally appropriate activities to enhance physical, social, emotional and intellectual development of children in the classroom, ensuring each child’s individual needs are met.Implements lesson plans in collaboration with teacher using established curricula ensuring that small group, large group and individual experiences are provided. Guides children in developing basic concepts as prescribed in the education, nutrition, health, dental and mental health Prepares children for screening and exam procedures such as vision, hearing, dental, speech, and developmental to encourage successful completion. Assists teacher with ongoing observation and assessment on each child within the classroom utilizing required tracking Daily observation will include anecdotal notes, health checks, and other tracking requirements. Assists teacher in maintaining Education Child Portfolio for each child in the classroom with required and current documentation. Works in partnership with the teacher in identifying any child with a suspected delay or any other area of concern. Supports the teacher in the implementation of LEA IEP’s. Implements and documents organized play in the outdoor learning environment. Provides appropriate guidance to promote children’s gross motor Balances indoor and outdoor activities to stimulate both cognitive growth and physical skills. Maintains a safe, clean, and orderly classroom and playground Monitors and reports to supervisor in writing any needed repairs and takes appropriate action to correct any unsafe area. Supports teacher in maintaining an adequately supplied classroom, ensuring the physical and developmental needs of all children are met. Provides and participates in learning experiences that allow children to solve problems, initiate activities,explore, question and gain mastery through learning by Encourages language development of children by asking open ended questions. Supports the development of children’s positive self-concept and social skills through the promotion of cultural and ethnic acceptance and experiences. Provides direct supervision to children at all times; maintaining child/staff ratios in accordance with policies and regulations. Supports teacher in maintaining accurate classroom attendance, assuring the sign in/out sheet corresponds with the number of children in the classroom at all Provides information to Family Advocate of any known reason for child absence. Participates with children at mealtimes, including breakfast and lunch, ensuring family-style dining is implemented. Assists teacher with the implementation of healthy cooking experiences within the classroom setting that reflect the ethnic and cultural composition of the population. Assists in planning and participates in regular safety and fire/storm Works collaboratively with health staff to ensure a well-stocked first aid kit, safe and secure medication storage unit and to ensure OSHA standards are met. Maintains and documents regular contact with parents and assists teacher with ensuring two home visits and two parent/teacher conferences are conducted yearly. Assists with documenting parent participation in center activities. Assists teacher in completing two individualized home activities each month per child and provides to Acquaints volunteers with the classroom. Assists teacher with parent bulletin board. Reports child abuse and neglect in accordance with program policies and procedures. Assists in the recruitment of children for the Participates in community activities that enhance the Head Start program as requested. Assists in maintaining appropriate documentation required by USDA/Child Care Food Program and ensures quality of data and timelines for completion. Actively participates in center/classroom activities, parent meetings and annual parent activities as requested. Acts as an advocate and role model for Head Start families. Recruits children for the program. Assists in the development and implementation of the annual training plan, including pre- service, in-service, T/TA, and ongoing training requirements. Attends and actively participates in training programs, staff meetings, and other meeting/trainings. Maintains confidentiality in all aspects of client, staff and agency information. Maintains effective working interaction with coworkers and outside contacts that will enhance the operation of the Head Start program. Organizes and prioritizes all assignments as directed. Participates in community activities that enhance Head Start programs as directed. Demonstrates proficiency and application in the learning environment of the CLASS (Classroom Assessment Scoring System). Participates in ongoing monitoring, Community Assessment and Self-Assessment and performs reasonable related functions. Participates in regular safety, storm and fire drills. Submits reports, documents, and files as directed. Uses and follows the policies/procedures of Head Start, federal, state and local regulations/laws, and federal regulations/laws including the Head Start Performance Standards, applicable transmittal notices, and other administrative orders/directions. Uses and follows the policies/procedures of You Thrive Florida, including but not limited to Personnel Policies, Occupational Health and Safety policies, payroll policies/practices, etc. NON-ESSENTIAL/SECONDARY FUNCTIONS: Performs any additional duties as directed or assigned by supervisor, management staff, program director or You Thrive Florida management staff. This description is intended to convey information essential to understanding the scope of the position and is not intended to be an exhaustive list of skills, efforts, duties, responsibilities, or working conditions associated with the position. JOB STANDARDS: Education: Minimum requirement of High School Diploma or Equivalent. Must enroll at 90 days of hire to complete Child Development Associate (CDA) Credential with 9 months. Once the CDA program is complete must enroll to complete Associate Degree within 2 years. Experience: No experience required. Licenses & Certifications: Valid Florida driver’s license and be insurable by Company’s current insurance carrier. Subject to federal, state and local legal requirements/background checks. CRITICAL SKILLS, ABILITIES, & EXPERTISE: Physical Requirements: These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the position. Talking, standing, sitting, squatting, kneeling, use of fingers, arms, hands, legs, walking, stretching/reaching, handling, grasping, climbing, bending at the waist, turning, balancing, pushing, pulling, use of depth perception, carrying and lifting (up to 65 lbs.), and driving are constant. Good eyesight (correctable) and hearing (correctable) are essential. Equipment: Computer, facsimile, copy machine, calculator, multi-line phone and other small office and instructional equipment and vehicle. Skills & Expertise: Ability to plan and carry out lesson plans. Ability to learn how to coordinate activities. Ability to work with children with special needs. Ability to establish effective working relationships with people, particularly parents and children. Skill in completing work with a high degree of accuracy. Ability to arrive to work daily and on time. Ability to work with limited direction. Knowledge of organizational methods. Ability to evaluate situations and make prompt decisions. Ability to effectively communicate orally and in writing. Ability to analyze and interpret data.Ability to use and operate a computer. Ability to maintain You Thrive Florida, Head Start, child and parent confidentiality. Ability to be reliable, responsible and accountable to job requirements. ENVIRONMENTAL JOB FACTORS: Job Location: Primary location is the Head Start facilities in Hernando, Sumter and/or Volusia counties. Occasional travel to other counties. Work Environment: While performing the responsibilities of the position, these work environment characteristics are representative of the environment the employee will encounter. Office environment and working alone and with others frequently. Working with office equipment is frequent. Occasionally outdoors and operates a vehicle. Tue, 12 May 2026 12:02:00 -0400 https://alumnijobs.cofc.edu/jobs/rss/22270849/clinical-research-nurse-cardiology https://alumnijobs.cofc.edu/jobs/rss/22270849/clinical-research-nurse-cardiology Chicago, Illinois, Department BSD MED - Cardiology - Clinical Research Staff About the Department The Section of Cardiology was founded in 1950 and has a proud history. We are now charting a new course that will propel us to the forefront of cardiovascular medicine. The strength of the Section reflects the quality and dedication of its faculty, trainees, and support staff and is enhanced by the rich environment at the University of Chicago. Our section prides itself on its strong and integrated programs in clinical care, research, and education. The strength of our clinical programs is essential not only to our ability to provide excellent patient care, but to our ability to perform research that advances the frontiers of clinical practice and to train future generations of physicians. Our research programs allow us to advance the scientific basis and clinical practice and to train researchers who can carry this scientific mission into the future. Job Summary The Clinical Research Nurse - Cardiology works in the Department of Medicine, Section of Cardiology, under the supervision of the Clinical Research Manager, and the Principal Investigator(s) (PI) of assigned studies. This position will play a central role in the conduct of investigator-initiated and industry-sponsored clinical trials across the cardiovascular service line, including (but not limited to) heart failure, interventional cardiology, electrophysiology, pulmonary hypertension, and device-based therapies. This role bridges clinical care and research operations, ensuring high-quality, ethical, and protocol-compliant study conduct while supporting patient-centered trial participation. These research trials (both established and future) will include multi-centered cooperative group and intergroup trials at a national level, multi-institutional pharmaceutical trials, device trials, and single and multi-centered trials, designed, implemented, and coordinated in the Section.   Responsibilities Ensure compliance with each study’s protocol by providing thorough review and documentation at each subject study visit. Participate in recruitment and selection of study participants by interviewing and documenting medical history to determine compliance with eligibility requirements. Perform medical tests, including, but not limited to, vital signs, imaging studies, and electrocardiograms. Administer investigational medications and perform patient assessments during clinic visits to determine presence of side effects; notify Principal Investigator of findings/issues. Provide patient education and medical information to study patients to ensure understanding of proper medication dosage, administration, and disease treatment. Document medical data in patient chart to capture protocol requirements. Provide accurate and timely data collection, documentation, entry, and appropriate reporting to sponsors and institutions. Serve as liaison between PI, sponsoring agent, regulatory groups, patient, family members, referring MD's/community MD's, pharmacist, statistician, and other members of the research team. Interprets information from caregivers, nurses, or physicians about patient condition, treatment plans, or appropriate activities. Has a solid understanding of the information and techniques needed to diagnose and treat human injuries, diseases, and deformities. This includes symptoms, treatment alternatives, drug properties and interactions, and preventive health-care measures. Performs other related work as needed.   Minimum Qualifications Education: Minimum requirements include a college or university degree in related field. Work Experience: Minimum requirements include knowledge and skills developed through 2-5 years of work experience in a related job discipline. Certifications: ---   Preferred Qualifications   Education: Bachelor of Science Degree in Nursing.   Experience: Experience in nursing (ideally cardiology nursing), and demonstrated knowledge about home care, palliative care, advanced directives, pain management, symptom control, and/or discharge planning.   ? Preferred Competencies Fundamental working knowledge of clinical research. Knowledge of patient care fundamentals, including aseptic principles and techniques. Ability to provide direct patient care in a professional and respectful manner. Excellent verbal and written communication. Ability to read documents or instruments. Ability to perform multiple concurrent tasks with occasional interruptions. Ability to exercise discretion and confidentiality while handling sensitive situations. Ability to solve problems by applying math or reasoning principles. Ability to adapt to changing working situations and work assignments.   Application Documents Resume/CV (required) Cover Letter (required) When applying, the document(s) MUST  be uploaded via the My Experience page, in the section titled Application Documents of the application. Job Family Healthcare & Medical Services Role Impact Individual Contributor Scheduled Weekly Hours 40 Drug Test Required Yes Health Screen Required Yes Motor Vehicle Record Inquiry Required No Pay Rate Type Salary ? FLSA Status Exempt ? Pay Range $70,000.00 - $100,000.00 The included pay rate or range represents the University’s good faith estimate of the possible compensation offer for this role at the time of posting. Benefits Eligible Yes The University of Chicago offers a wide range of benefits programs and resources for eligible employees, including health, retirement, and paid time off. Information about the benefit offerings can be found in the Benefits Guidebook . Posting Statement The University of Chicago is an equal opportunity employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender, gender identity, or expression, national or ethnic origin, shared ancestry, age, status as an individual with a disability, military or veteran status, genetic information, or other protected classes under the law. For additional information please see the University's Notice of Nondiscrimination. Job seekers in need of a reasonable accommodation to complete the application process should call 773-702-5800 or submit a request via Applicant Inquiry Form. All offers of employment are contingent upon a background check that includes a review of conviction history.  A conviction does not automatically preclude University employment.  Rather, the University considers conviction information on a case-by-case basis and assesses the nature of the offense, the circumstances surrounding it, the proximity in time of the conviction, and its relevance to the position. The University of Chicago's Annual Security & Fire Safety Report (Report) provides information about University offices and programs that provide safety support, crime and fire statistics, emergency response and communications plans, and other policies and information. The Report can be accessed online at:  http://securityreport.uchicago.edu . Paper copies of the Report are available, upon request, from the University of Chicago Police Department, 850 E. 61st Street, Chicago, IL 60637. Tue, 12 May 2026 17:55:31 -0400 https://alumnijobs.cofc.edu/jobs/rss/22270615/head-start-teacher-assistant https://alumnijobs.cofc.edu/jobs/rss/22270615/head-start-teacher-assistant Daytona Beach, Florida, POSITION SUMMARY : Responsible for supporting the needs by assisting the teacher with the day- to-day operation and management of the classroom. Assisting with guiding and directing the learning experiences for children by providing a developmentally appropriate learning environment. Schedule: Monday - Friday 7:30am-3:30pm Please apply online at  www.youthrivefl.org   Only completed and signed applications will be considered. Full Time Position- Benefits Eligible: Teacher Break Pay, Sick, PTO, Employer paid health benefits, Vision & Dental Plans, 403(b) retirement, 14 company paid holidays, Pet Insurance, Basic $30,000 Life Insurance Policy, Long-Term Disability Insurance (LTD) and Accidental Death & Dismemberment Insurance (AD&D). Public Service Loan Forgiveness Qualified Employer.   ESSENTIAL JOB FUNCTIONS: Assists teacher with providing developmentally appropriate activities to enhance physical, social, emotional and intellectual development of children in the classroom, ensuring each child’s individual needs are met.Implements lesson plans in collaboration with teacher using established curricula ensuring that small group, large group and individual experiences are provided. Guides children in developing basic concepts as prescribed in the education, nutrition, health, dental and mental health Prepares children for screening and exam procedures such as vision, hearing, dental, speech, and developmental to encourage successful completion. Assists teacher with ongoing observation and assessment on each child within the classroom utilizing required tracking Daily observation will include anecdotal notes, health checks, and other tracking requirements. Assists teacher in maintaining Education Child Portfolio for each child in the classroom with required and current documentation. Works in partnership with the teacher in identifying any child with a suspected delay or any other area of concern. Supports the teacher in the implementation of LEA IEP’s. Implements and documents organized play in the outdoor learning environment. Provides appropriate guidance to promote children’s gross motor Balances indoor and outdoor activities to stimulate both cognitive growth and physical skills. Maintains a safe, clean, and orderly classroom and playground Monitors and reports to supervisor in writing any needed repairs and takes appropriate action to correct any unsafe area. Supports teacher in maintaining an adequately supplied classroom, ensuring the physical and developmental needs of all children are met. Provides and participates in learning experiences that allow children to solve problems, initiate activities,explore, question and gain mastery through learning by Encourages language development of children by asking open ended questions. Supports the development of children’s positive self-concept and social skills through the promotion of cultural and ethnic acceptance and experiences. Provides direct supervision to children at all times; maintaining child/staff ratios in accordance with policies and regulations. Supports teacher in maintaining accurate classroom attendance, assuring the sign in/out sheet corresponds with the number of children in the classroom at all Provides information to Family Advocate of any known reason for child absence. Participates with children at mealtimes, including breakfast and lunch, ensuring family-style dining is implemented. Assists teacher with the implementation of healthy cooking experiences within the classroom setting that reflect the ethnic and cultural composition of the population. Assists in planning and participates in regular safety and fire/storm Works collaboratively with health staff to ensure a well-stocked first aid kit, safe and secure medication storage unit and to ensure OSHA standards are met. Maintains and documents regular contact with parents and assists teacher with ensuring two home visits and two parent/teacher conferences are conducted yearly. Assists with documenting parent participation in center activities. Assists teacher in completing two individualized home activities each month per child and provides to Acquaints volunteers with the classroom. Assists teacher with parent bulletin board. Reports child abuse and neglect in accordance with program policies and procedures. Assists in the recruitment of children for the Participates in community activities that enhance the Head Start program as requested. Assists in maintaining appropriate documentation required by USDA/Child Care Food Program and ensures quality of data and timelines for completion. Actively participates in center/classroom activities, parent meetings and annual parent activities as requested. Acts as an advocate and role model for Head Start families. Recruits children for the program. Assists in the development and implementation of the annual training plan, including pre- service, in-service, T/TA, and ongoing training requirements. Attends and actively participates in training programs, staff meetings, and other meeting/trainings. Maintains confidentiality in all aspects of client, staff and agency information. Maintains effective working interaction with coworkers and outside contacts that will enhance the operation of the Head Start program. Organizes and prioritizes all assignments as directed. Participates in community activities that enhance Head Start programs as directed. Demonstrates proficiency and application in the learning environment of the CLASS (Classroom Assessment Scoring System). Participates in ongoing monitoring, Community Assessment and Self-Assessment and performs reasonable related functions. Participates in regular safety, storm and fire drills. Submits reports, documents, and files as directed. Uses and follows the policies/procedures of Head Start, federal, state and local regulations/laws, and federal regulations/laws including the Head Start Performance Standards, applicable transmittal notices, and other administrative orders/directions. Uses and follows the policies/procedures of You Thrive Florida, including but not limited to Personnel Policies, Occupational Health and Safety policies, payroll policies/practices, etc. NON-ESSENTIAL/SECONDARY FUNCTIONS: Performs any additional duties as directed or assigned by supervisor, management staff, program director or You Thrive Florida management staff. This description is intended to convey information essential to understanding the scope of the position and is not intended to be an exhaustive list of skills, efforts, duties, responsibilities, or working conditions associated with the position. JOB STANDARDS: Education: Minimum requirement of High School Diploma or Equivalent. Must enroll at 90 days of hire to complete Child Development Associate (CDA) Credential with 9 months. Once the CDA program is complete must enroll to complete Associate Degree within 2 years. Experience: No experience required. Licenses & Certifications: Valid Florida driver’s license and be insurable by Company’s current insurance carrier. Subject to federal, state and local legal requirements/background checks. CRITICAL SKILLS, ABILITIES, & EXPERTISE: Physical Requirements: These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the position. Talking, standing, sitting, squatting, kneeling, use of fingers, arms, hands, legs, walking, stretching/reaching, handling, grasping, climbing, bending at the waist, turning, balancing, pushing, pulling, use of depth perception, carrying and lifting (up to 65 lbs.), and driving are constant. Good eyesight (correctable) and hearing (correctable) are essential. Equipment: Computer, facsimile, copy machine, calculator, multi-line phone and other small office and instructional equipment and vehicle. Skills & Expertise: Ability to plan and carry out lesson plans. Ability to learn how to coordinate activities. Ability to work with children with special needs. Ability to establish effective working relationships with people, particularly parents and children. Skill in completing work with a high degree of accuracy. Ability to arrive to work daily and on time. Ability to work with limited direction. Knowledge of organizational methods. Ability to evaluate situations and make prompt decisions. Ability to effectively communicate orally and in writing. Ability to analyze and interpret data.Ability to use and operate a computer. Ability to maintain You Thrive Florida, Head Start, child and parent confidentiality. Ability to be reliable, responsible and accountable to job requirements. ENVIRONMENTAL JOB FACTORS: Job Location: Primary location is the Head Start facilities in Hernando, Sumter and/or Volusia counties. Occasional travel to other counties. Work Environment: While performing the responsibilities of the position, these work environment characteristics are representative of the environment the employee will encounter. Office environment and working alone and with others frequently. Working with office equipment is frequent. Occasionally outdoors and operates a vehicle. Tue, 12 May 2026 11:58:03 -0400 https://alumnijobs.cofc.edu/jobs/rss/22250794/substitute-preschool-teacher-head-start https://alumnijobs.cofc.edu/jobs/rss/22250794/substitute-preschool-teacher-head-start Salem, Oregon, OUR MISSION:  MWVCAA invests in people and their futures to reduce the impacts of poverty. Our Vision:  We envision a just future, where our communities are empowered to reach positive outcomes and everyone is respected for their infinite worth.   Join our Head Start team!   The Substitute Head Start Teacher works in partnership with Teacher Assistants and Classroom Aides to promote the growth of preschool children in the areas of social-emotional, physical, cognitive and language development. Involves families in every aspect of their child's education, including facilitating parent involvement. This is a benefitted position averaging 20-29 hours weekly. This position has multiple openings available. MINIMUM QUALIFICATIONS  The requirements listed below are representative of the knowledge, skill, and/or ability required. EDUCATION  and/or  EXPERIENCE High School Diploma or GED; and Associate Teacher:  Pre-School Certificate or CDA, and enrollment in an Early Childhood Degree program. Teacher I : Associate's Degree in Early Childhood Education or a related degree with a minimum of 18 credit hours of Early Learning coursework. Teacher II : Bachelor's Degree in Early Childhood Education or a related degree with a minimum of 18 credit hours of Early Learning coursework. Two years of experience in early childhood programs. CERTIFICATES, LICENSES, REGISTRATIONS Driver qualifications are not required for this position. Successful registration with the Central Background Registry of the Child Care Division. CPR/First Aid Certification or the ability to obtain within 60 days of hire. Food Handlers Card or the ability to obtain within 30 days of hire. Candidate must pass pre-employment physical examination, renewable every two years. Candidate must pass pre-employment and random drug/alcohol screenings. KNOWLEDGE, SKILLS, AND ABILITIES Demonstrates tact, diplomacy, and empathy when communicating with clients, staff and community partners. Demonstrated proficiencies with Microsoft Office (including Outlook), videoconferencing platforms, and web tools. Effective interpersonal communication skills, in both oral and written form. ESSENTIAL DUTIES AND RESPONSIBILITIES  This job description is not intended to be all-inclusive. Employee will also perform other reasonably related business duties as assigned by immediate supervisor and other management as required. Classroom Ensures safety in the classroom at all times, with appropriate supervision of children, utilizing the transition and counting form and procedure. Ensures children are released only to parent/guardians or authorized adults. Records children's daily attendance, working with site team to determine the cause of absences. Provides for the development of children's cognitive, physical, social-emotional and language skills through implementation of curriculum, lesson planning and individualization. Conducts developmental and social-emotional screenings for each child, with input from parents. Provides follow up to concerns, including the provision of resources, or referrals for children with identified developmental or social-emotional needs. Creates lesson plans utilizing a variety of curriculum to address children's individual goals, taking into account each child's characteristics, strengths, and needs. Office/Paperwork Effectively uses the ChildPlus and Teaching Strategies Gold databases to enter or obtain information. Completes Progress Checkpoints for child assessment, using information obtained from child observations. Shares information with program administration and parents. Uses office time efficiently to make and receive parent phone calls, order supplies, preparing children's work to go home, preparing materials for activities, and other office work as needed. Verifies and submits weekly Meal Counts and Attendance forms. Staff Development/Meetings Attends a variety of classes, workshops, seminars, pre-service training and other Head Start Teacher trainings, and keeps current on developments in early childhood education, and developmentally appropriate practices. Attends a variety of meetings including individual reflection meetings, region meetings, site team meetings, debriefing after observations, and other meetings as necessary. Complies with MWVCAA safety and personnel policies, including punctuality and attendance. Parent Involvement Provides regular opportunities for parent participation by training parents who volunteer in the classroom. Participates in planning for and implementing monthly parent meetings. Participates in classroom orientations at the beginning of the school year. Provides tools, resources and opportunities for parents to observe and practice appropriate redirection skills with their child. Develops and maintains relationships with parents/guardians, to ensure consistent and frequent communication. SUPERVISORY RESPONSIBILITIES There are no supervisory duties in this position. PHYSICAL AND MENTAL DEMANDS  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Specific vision abilities required by this job include close and distance vision and ability to adjust focus; hearing abilities required. Regularly lift and/or move 10 pounds and occasionally lift and/or move up to 50 pounds. Manual dexterity for handling office equipment. Incidental driving tasks may be requested for employees with a personal vehicle and proof of current auto insurance. Ability to remain calm and quickly evacuate children from the classroom in an emergency. WORK ENVIRONMENT Mostly indoor classroom and bus riding environment. Frequent outdoor supervision of children and monitoring pick up/drop off. Occasional exposure to cleaning chemicals, creative substances such as paints. Occasional exposure to body fluids/biohazards such as saliva, vomit and urine. ** Enrollment in the Central Background Registry is beneficial if you are even considering working with children in the State of Oregon, since it will be required before you can start a position. Enrollment is free and it is recommended that you start now as the process can take time. Start enrollment online at: oregonearlylearning.com MWVCAA is proud to be an Equal Opportunity Employer. We do not discriminate based upon race, religion, color, national origin, sex, sexual orientation, gender expression, age, veterans, and people with disabilities or any other protected category. We welcome all people to join us in achieving our Mission. If you require any assistance in the application process, or reasonable accommodations to perform the essential duties of the position, please notify a member of our team at (503) 585-6232. **This is a partial list of essential duties and responsibilities. To review the full job description, download below. If you need ADA accommodations to apply for MWVCAA job openings, please contact Human Resources at  HR@mwvcaa.org  or call 503-585-6232 to ask for a HR Team Member. #Indeed123 For more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website. https://mwvcaa.applicantpro.com/jobs/4023553-1106802.html Mon, 04 May 2026 07:39:06 -0400 https://alumnijobs.cofc.edu/jobs/rss/22259652/director-dental-hygiene-program https://alumnijobs.cofc.edu/jobs/rss/22259652/director-dental-hygiene-program Fort Collins, Colorado, Who We Are With three campuses along Colorado’s Front Range, FRCC is the state’s largest community college. We enroll close to 28,000 students annually from our diverse service area, which offers a variety of cultural and recreational activities.   Each year approximately 5,000 FRCC students transfer to four-year universities and FRCC offers more than 36 career training programs that prepare students for immediate employment and rewarding careers. Last year, more than 5,000 high school students took concurrent enrollment classes with us, earning college credit without having to pay college tuition. And we were recently ranked as one of the “Top Online Colleges” in the country by Newsweek.   One of FRCC’s main goals is to offer educational excellence for everyone. The college’s strong commitment to student success means we start by creating an inclusive and equitable environment—one where both students and employees feel they belong and are supported. FRCC’s focus on diversity, equity and inclusion is woven into the fabric of our college conversations and decision-making processes. We are actively seeking to hire a workforce that reflects the diversity of our student body.   The college is also an emerging Hispanic Serving Institution. For us, becoming an HSI is an intentional commitment to being a college where our Latinx (and other historically marginalized) students thrive.   FRCC employees and leaders work hard to create a culture of collaboration, innovation and pride. We’re looking to hire people who share these values—along with our commitment to student success, equity and excellence.   Who You Are Reporting to the Dean of the School of Health Science and Wellness, you provide leadership and direction for FRCC’s accredited Dental Hygiene (DEH) program, guiding its continued growth. You work closely with faculty, staff, and community partners to deliver a high-quality, student-centered program aligned with CoDA standards and the college’s strategic priorities.   This is a unique opportunity to lead an established, high-demand program. You’ll build on an existing foundation, strengthening curriculum, supporting faculty, and students while helping shape the program’s next phase of growth and impact.   You are focused on student retention and success and energized by creating equitable pathways for students into meaningful, in-demand careers. You build collaborative relationships, use data to guide decisions, and foster an environment where students and colleagues feel supported and empowered. You stay current with trends in dental hygiene education and bring a mindset of continuous improvement, innovation, and care.   This position is based out of the Larimer Campus and requires a strong on-campus presence. The position may have the opportunity to work remotely occasionally and will occasionally need to travel to all three FRCC campuses.   Please note: You need to be a Colorado resident on your first day of employment. Also, Front Range Community College is an E-Verify employer.   SALARY:  $104,000 - $109,200annually   The salary range reflects the minimum and maximum starting salary for the position. When determining the starting salary for a new employee, FRCC takes into consideration a combination of the selected candidate’s education, training and experience as it relates to the requirements of the position, as well as the position’s scope and complexity, internal pay equity and external market value.   BENEFITS:  For information about benefits, please view  APT & Faculty Benefits .   SELECTION PROCESS:  Position will remain open until filled with a priority deadline of May 18, 2026. This posting may be used to fill multiple or similar positions.   The selection process for the Director of Dental Hygiene will be conducted through a competitive, merit-based evaluation of all qualified applicants. Preliminary screening will be based on the completed application package submitted by the candidate. In your application, please include a resume and cover letter that specifically address how your background and experience align with the requirements, qualifications, and responsibilities of the position.   Primary Duties   Program Leadership & Operations Provide strategic leadership and direction for the DEH program, aligning planning, innovations, and operations with FRCC’s strategic plan, Philosophy of Inclusion, and evolving industry needs. Ensure program compliance with FRCC, Colorado Community College System (CCCS), Higher Learning Commission (HLC), and CoDA, policies, including maintaining accreditation, required reporting, program documentation, and the DEH handbook in accordance with accreditation, regulatory and institutional requirements.  Build on the program’s strong start by refining curriculum, schedules, and student supports to promote retention, completion, and licensure success. Use data and feedback to improve student outcomes, instructional quality, and program effectiveness. Coordinate program meetings and serve as the primary point of contact for program-related inquiries. Support effective operation of the on-campus dental clinic as a key learning environment.   Leadership & Student Success Foster a collaborative, inclusive culture that supports faculty engagement and student success. Hire, onboard, and support dental hygiene instructors and other staff; provide coaching and feedback to maintain instructional quality. Engage directly with students to support progress, address challenges, and connect them to resources.   Clinical Education & Partnerships Manage clinical experiential learning experiences, ensuring high-quality, compliant student experiences. Maintain and expand partnerships with dental clinics and community organizations to support student training and workforce alignment. Conduct site engagement to ensure strong learning environments and partner relationships. Support alignment between student learning and dental clinic operations by collaborating with clinic staff, assisting with patient scheduling processes, and updating clinic guidelines and protocols in partnership with college leadership.    Program Sustainability & Resources Partner with the Dean and the Medical Services Department Chair to manage the program budget, monitor expenses, and align resources with program needs. Support planning efforts that sustain and strengthen the program long-term.   Learning Environments & Lab Management Maintain dental lab and clinical spaces that support safe, effective, hands-on learning. Ensure equipment, materials, and instructional resources are accessible and well-managed.   Outreach & Program Visibility Promote the program through engagement with community, industry, and educational partners. Support pathway development, including K–12 outreach and concurrent enrollment opportunities.   Teaching Contribute to instruction and clinical education as needed, supporting program continuity and flexibility. Maintain an active Colorado CTE Teaching credential in good standing.   Required Competencies   Leadership : Hire, supervise, and mentor program staff to build a team that innovates and collaborates.  Promote a program culture that supports student success through actively seeking feedback, recognizing employee success, and communicating frequently. Workforce, Community Relations, and Partnership Development : Works effectively with stakeholder groups and to understand their needs and utilize judgement on how to build and maintain relationships.  Engages in and supports collaborative efforts with local industry and develops partnerships in the workforce development space that have strong student outcomes.  Innovation and Initiative : Promote the program and develop partnerships with a strong focus on student success.  Champion teaching strategies and delivery modalities that have resulted in improved student outcomes.  Operational Planning : Ability to turn the strategic plan into an operations roadmap that guides the programs. Supports teams in tying their goals to the college’s strategic plan.  Diversity, Equity, and Inclusion:  Champions equity and inclusion within the college and college department through policies and practices that support all employees, students, and visitors. Works with community and college stakeholders to promote diversity, equity, and inclusion in program. Demonstrates behaviors that convey the importance of diverse-lived experiences and using an equity lens to guide decisions.   Planning and Budgeting : Collaborate to develop program plans in alignment with college’s strategic plan.  Monitor yearly department budgets.  Evaluation for Improvement : Reviews evaluations of program and seeks ways to improve performance where data reveals that achievement is not on track.   Implements changes and reassesses.    Communication:  Uses strong oral and written communication skills to share critical information and concepts with a wide variety of audiences.   Ensure timely sharing of key information to college and community stakeholders.  Communicates effectively with individuals with different backgrounds; ability to communicate in a way that is consistent, competent, and confident while choosing words carefully and articulates expectations clearly.    Commitment to Patient Welfare : The ability to consistently ensure the ethical treatment and care of dental patients in accordance with established clinical and professional standards. This includes maintaining a safe, respectful, and patient-centered clinical environment; monitoring patients for signs of discomfort, anxiety, or medical concerns; and taking appropriate action to address their physical and emotional needs. Demonstrates a strong commitment to promoting oral and overall health through patient advocacy, adherence to regulatory and accreditation standards, and collaboration with dental professionals, faculty, and staff to support high-quality care and positive patient outcomes. Commitment to Learning : Communicates well across all channels to welcome, inform, guide, support, and engage in helpful and productive dialogue.   Build, maintain, and participate in relationship building with multiple organizations and industry partners. Places the student at the center of your work.  Adopts a philosophy that makes the ability to serve the student the cornerstone of the work that you do.   Collaboration : Works effectively with stakeholder groups and to understand their needs and utilize judgement on how to build and maintain relationships.  Engages in and supports collaborative efforts with internal and external partners to promote high-quality dental hygiene education. Technical skills : Use Microsoft Office (Word, Excel, PowerPoint, Outlook), dental practice software, and other software solutions to complete day-to-day work activities.  Critical Thinking : Confident in using professional judgment when dealing with dental-related issues. Generates and implements new ideas and problem-solving strategies that are solution-oriented.  Accountability and Self-Motivation : Accountable for being ready to work with students during designated work times. Takes responsibility for initiating conversations with students and following up on tasks. Performs daily work assignments with minimal supervision.  Takes the initiative to engage and manage daily tasks using all available tools, prioritizes workload, develops organization systems, and has the ability to problem solve independently and as part of a team.  Mission, Vision & Values : Embraces the mission, vision and values of FRCC.  Understands the importance of the work that you do to support institutional goals.     Qualifications   Education/Training & Work Experience: Must be a dental hygienist or a dentist who is a graduate from a program accredited by the Commission on Dental Accreditation.  Master’s degree or higher Must hold a current unencumbered Dental Hygiene or Dentists license (An out of state license will be considered, must obtain a Colorado dental hygiene or Dentist license within 1 year of hire). Successful completion of the Dental Hygiene or Dentist written National Board examination.  4000 occupational/industry hours within 5 years  Documented background in current education theory and practice.  A commitment to practicing the highest standard of dental medicine and upholding the industry code of ethics Proficiency in maintaining compliance with regulatory and safety standards.  Experience in training and supervising others effectively.      Welcoming. Respectful. Inclusive. Together, we are FRCC.     For information on Front Range Community College’s Security, including Clery Act/Crime Statistics for the campuses and surrounding area, view  FRCC’s Annual Security Report. Education/Training & Work Experience: Must be a dental hygienist or a dentist who is a graduate from a program accredited by the Commission on Dental Accreditation.  Master’s degree or higher Must hold a current unencumbered Dental Hygiene or Dentists license (An out of state license will be considered, must obtain a Colorado dental hygiene or Dentist license within 1 year of hire). Successful completion of the Dental Hygiene or Dentist written National Board examination.  4000 occupational/industry hours within 5 years  Documented background in current education theory and practice.  A commitment to practicing the highest standard of dental medicine and upholding the industry code of ethics Proficiency in maintaining compliance with regulatory and safety standards.  Experience in training and supervising others effectively.  Fri, 08 May 2026 11:41:03 -0400 https://alumnijobs.cofc.edu/jobs/rss/22243303/assistant-professor-coordinator-of-adult-education https://alumnijobs.cofc.edu/jobs/rss/22243303/assistant-professor-coordinator-of-adult-education Greensboro, North Carolina, Description: This 9-month tenure track faculty position at the rank of Assistant Professor and Graduate Program Coordinator for the M.S. in Adult Education serves the Department of Leadership Studies and Adult Education in the College of Education at North Carolina A&T State University. Through its commitment to civic engagement, transformative research, and creative scholarship, the interdisciplinary Masters of Science in Adult Education and Ph.D. in Leadership Studies doctoral program produces leaders who are critical thinkers capable of transforming organizations and institutions to maximize human potential. Primary Function of Organizational Unit: Building on the NC A&T historically Black university ( HBCU ) legacy of exemplary teaching, scholarship and effective public service, the College of Education offers degrees at the baccalaureate, master's, and doctoral levels. The mission is to prepare highly skilled, transformative and innovative educators, leaders, and counselors. Graduates are catalysts for transformative action to improve education and counseling in diverse contexts and communities. The College of Education comprises three departments and a Laboratory School: the Department of Counseling, the Department of Leadership Studies and Adult Education, the Department of Educator Preparation, and Aggie Academy. The Department of Leadership Studies and Adult Education offers a variety of master and doctoral level academic programs: Master of Science in Adult Education, Master of School Administration, School Administration Add-on Licensure, and a Doctor of Philosophy in Leadership Studies. The department prepares students to be transformative scholar-practitioners. Requirements: Doctorate in Adult Education or a closely related discipline with a specialization in Adult Education from an accredited university. Preferred: Record of scholarly productivity. This activity includes manuscript publications in top-tier peer-reviewed journals, procurement of extramural funds, and presentations facilitated at well-respected meetings and conferences Expertise in research methodology and knowledge of pertinent theories and practices as related to adult education Proven ability to use adult learning strategies in both face-to-face and virtual settings Ability to work with diverse adult populations in academic and professional working relationships Experience providing high quality instruction to graduate candidates Proven record of serving on dissertation and/or thesis research committees Special Instructions: You must complete and submit an electronic application for employment to be considered. Resumes will not be accepted in lieu of completing an electronic application. Applicants seeking Veteran's Preference must attach a DD 214 form. Certificate of Release or Discharge from Active Duty with your application during the process of applying to the job posting. Final candidates are subject to criminal and sex offender background checks. North Carolina A&T State University participates in E-Verify. Federal law requires all employers to verify the identity and employment eligibility of all persons hired to work in the United States. North Carolina A&T State University is an Equal Opportunity and Affirmative Action Employer. No one who applies or seeks employment will be denied admission to or employment at North Carolina A&T State University on the basis of race, religion, color, national origin, sex, age, disabling condition, veteran status, political affiliation, genetic information or sexual orientation and sexual identity. Employee Benefits available to NC A & T permanent employees include the following and more; Accrued Vacation and Sick Leave for Eligible Employees Community Service Leave Aetna – State Health Benefits of North Carolina NCFlex – Vision, Dental, Flexible Spending Account, Life Insurance and more 12 Paid Holidays Teachers and State Employees Retirement System ( TSERS ) Optional Supplemental Plans – 401k, 403b, 457b and 457 Employee Assistance Program ( EAP ) Campus Recreation Center Discount University Bookstore Discount and more This position may be eligible for a remote or hybrid work arrangement, consistent with university and state policies. N.C. A&T employees are generally required to reside in North Carolina, within a 2-hour commuting distance of their assigned duty station. Sat, 30 May 2026 02:26:06 -0400 https://alumnijobs.cofc.edu/jobs/rss/22235440/substitute https://alumnijobs.cofc.edu/jobs/rss/22235440/substitute Brooksville, Florida, POSITION SUMMARY : The Substitute will be responsible for classroom, meal service, dietary and/or and family educational activities to ensure a quality center based program for families. Duties vary according to the length of the assignment. ESSENTIAL JOB FUNCTIONS: Education Substitute Duties: Be available to fill in for Early Head Start Teacher, Head Start Teacher Assistant, Extended Day Teacher Assistant, or Center Aide whenever needed. Cooperates with and follow through on suggestions/recommendations of managers, leaders and specialists to establish a quality comprehensive child/family program. Has a comprehensive understanding of the needs of the children in the classroom (health issues: asthma, allergies, seizures, hearing/vision, ) and makes appropriate accommodations to ensure child outcomes are achieved. Assists in providing developmentally appropriate activities to enhance physical, social, emotional and intellectual development of children in the classroom. Assists in introducing age appropriate materials to children, volunteers and Provides appropriate guidance to promote children’s physical growth. Assists in guiding children in developing basic concepts as prescribed in the education, nutrition, health, dental and mental health plans. Assists with classroom activities that include reading stories, preparing and delivering activities for/to the children, conducting/assisting with small and large group activities, alerting teacher to any problems or special information. Assists in maintaining a safe, clean, neat and orderly classroom/learning environment, including playground areas. Monitors and reports in writing, needed repair of damaged items. Maintains a safe and clean learning environment through cleaning/sanitizing classroom area including, work area, play area, materials, etc. Monitors play and working areas for broken and non-usable materials. Takes appropriate action to correct. Encourages language development of children by asking open ended questions. Promotes cultural and ethnic acceptance and experiences and positive self-concept and social skills. Encourages appropriate behavior. Provides and participates in learning experiences for children that allow children to solve problems, initiate activities, explore, question and gain mastery through learning by doing. While assisting in classroom, supervises children at all times; maintains child/staff ratios in accordance with policies and regulations. Reports child abuse and neglect in accordance with program policies and procedures. Participates and works as a team-player with all Early Learning Program staff, including but not limited to: teacher, co-workers, supervisor/management, the staff members/specialist in education, health, and family and community partnerships. Actively participates in center/classroom activities and parent/meetings activities as requested. Acts as an advocate and role model for Head Start Recruits children for the program. Attends and actively participates in training programs, staff meetings, and other meeting/trainings. Maintains confidentiality in all aspects of client, staff and agency information. Maintains effective working interaction with coworkers and outside contacts that will enhance the operation of the Head Start program. Organizes and prioritizes all assignments as directed. Participates in community activities that enhance Head Start/Early Head Start programs as directed. Actively participates in USDA training provided by Senior Health Services Supervisor. Participates in ongoing monitoring, Community Assessment and Self-Assessment and performs reasonable related functions. Participates in regular safety, storm and fire drills. Submits reports, documents, and files as directed. Uses and follows the policies/procedures of Head Start, federal, state and local regulations/laws, and federal regulations/laws including the Head Start Performance Standards, applicable transmittal notices, and other administrative orders/directions. Uses and follows the policies/procedures of You Thrive Florida, including but not limited to Personnel Policies, Occupational Health and Safety policies, payroll policies/practices, etc. Center Aide Substitute Duties: Picks-up breakfast, lunch, and snack from meal provider, assures and documents safe food temperatures and delivers meals to Head Start center during USDA approved meal service times. Delivers meal containers to individual classrooms. Retrieves, scrapes, and rinses food containers; empties ice coolers; cleans sinks/cleaning area. Returns meal and milk containers to meal provider. Stores snacks as needed (refrigerates cold items, keeps room temperature items in a safe/sanitary location). Maintains appropriate levels of supplies in a clean and orderly manner on site. Delivers paper products, utensils, and supplies to classrooms as needed. Drives vehicle for pick-up and delivery of meals, supplies, and substitute meal items assuring all federal, state and local laws, regulations and departmental procedures are adhered to. Performs regular vehicle safety checks as required and submits documentation Assures that meal vehicle is in safe operating condition and is kept clean and adequately fueled. Maintains appropriate documentation required by USDA/Child Care Food Program (meal count, CCFP worksheets, and menu planner) and ensures quality of data and timelines for completion. Works in collaboration with providers and centers/classrooms staff when picking-up and delivering meals. Maintain communication with the education staff to alert staff to any problems or special information. NON-ESSENTIAL/SECONDARY FUNCTIONS: Performs any additional duties as directed or assigned by supervisor, management staff, program director or You Thrive Florida management staff. This description is intended to convey information essential to understanding the scope of the position and is not intended to be an exhaustive list of skills, efforts, duties, responsibilities, or working conditions associated with the position. JOB STANDARDS: Education: High School Diploma or equivalent. Must complete all required trainings as mandated by the current versions of the Department of Children and Families Child Care Facility Handbook, the Office of Early Learning School Readiness Program Health and Safety Standards Handbook and other training standards adopted by the Office of Early Learning. Must obtain/maintain CPR/First Aid certification within 90 days of hire. Will complete Head Start required annual training hours. To remain active as a Substitute for You Thrive Florida, the Substitute must work a minimum of 144 hours every half year. Half year is defined as July 1st through December 31st and January 1st through June 30th each year the Substitute is active. All Teams Day and Pre-Service hours are not inclusive to minimum hours worked. Failure to meet this requirement may result in you being removed from the active substitute roster. Experience: No experience required. Licenses & Certifications: Valid Florida driver’s license and be insurable by Company’s current insurance carrier. Subject to federal, state and local legal requirements/background checks.   CRITICAL SKILLS, ABILITIES, & EXPERTISE: Physical Requirements: These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the position. Talking, standing, sitting, squatting, kneeling, use of fingers, arms, hands, legs, walking, stretching/reaching, handling, grasping, climbing, bending at the waist, turning, balancing, pushing, pulling, use of depth perception, carrying and lifting (up to 65 lbs.), and driving are constant. Good eyesight (correctable) and hearing (correctable) are essential. Equipment: Computer, facsimile, copy machine, calculator, multi-line phone and other small office and instructional equipment and vehicle. Skills & Expertise: Knowledge of health/sanitation practices regarding meal service and food preparation/service. Ability to use and operate a personal computer. Ability to complete work with a high degree of accuracy. Ability to effectively communicate orally and in writing. Ability to keep accurate written records. Knowledge of organization methods. Ability to operate a vehicle/van safely. Ability to arrive to work daily and on time. Ability to work with limited direction. Ability to evaluate situations and make prompt decision. Ability to maintain You Thrive Florida, Head Start, child and parent confidentiality. Knowledge of classroom management techniques. Ability to work with children including those with special needs. Ability to be reliable, responsible and accountable to job requirements. Ability to establish effective working relationships with people, particularly supervisor and co-workers.   ENVIRONMENTAL JOB FACTORS: Job Location: Primary location is the Head Start facilities in Hernando, Sumter and/or Volusia counties. Occasional travel to other counties. Work Environment: While performing the responsibilities of the position, these work environment characteristics are representative of the environment the employee will encounter. Office environment and working alone and with others frequently. Working with office equipment is frequent. Occasionally outdoors and operates a vehicle. Tue, 28 Apr 2026 08:35:05 -0400 https://alumnijobs.cofc.edu/jobs/rss/22235432/long-term-substitute https://alumnijobs.cofc.edu/jobs/rss/22235432/long-term-substitute Brooksville, Florida, POSITION SUMMARY : The Long-Term Substitute Teacher will be responsible for classroom, dietary and/or and family educational activities to ensure a quality center based program for families. Duties vary according to the length of the assignment.   ESSENTIAL JOB FUNCTIONS: Be available to fill in for Early Head Start Teacher, Head Start Teacher, Head Start Teacher Assistant, Extended Day Teacher, or Extended Day Teacher Assistant whenever needed. Cooperate with and follow through on suggestions/recommendations of managers, leaders and specialists to establish a quality comprehensive child/family program. Has a comprehensive understanding of the needs of the children in the classroom (health issues: asthma, allergies, seizures, hearing/vision, ) and makes appropriate accommodations to ensure child outcomes are achieved. Assists in providing developmentally appropriate activities to enhance physical, social, emotional and intellectual development of children in the classroom. Assists in introducing age appropriate materials to children, volunteers and Provides appropriate guidance to promote children’s physical growth. Assists in guiding children in developing basic concepts as prescribed in the education, nutrition, health, dental and mental health plans. Assists with classroom activities that include reading stories, preparing and delivering activities for/to the children, conducting/assisting with small and large group activities, alerting teacher to any problems or special information. Assists in maintaining a safe, clean, neat and orderly classroom/learning environment, including playground areas. Monitors and reports in writing, needed repair of damaged items. Maintains a safe and clean learning environment through cleaning/sanitizing classroom area including, work area, play area, materials, Monitors play and working areas for broken and non-usable materials. Takes appropriate action to correct. Encourages language development of children by asking open ended questions. Promotes cultural and ethnic acceptance and experiences and positive self-concept and social skills. Encourages appropriate behavior. Provides and participates in learning experiences for children that allow children to solve problems, initiate activities, explore, question and gain mastery through learning by doing. While assisting in classroom, supervises children at all times; maintains child/staff ratios in accordance with policies and regulations. Reports child abuse and neglect in accordance with program policies and procedures. Participates and works as a team-player with all Head Start/Early Head Start staff, including but not limited to: teacher, co-workers, supervisor/management, the staff members/specialist in education, health, and family and community partnerships. Actively participates in center/classroom activities and parent/meetings activities as requested. Acts as an advocate and role model for Head Start Recruits children for the program. Attends and actively participates in training programs, staff meetings, and other meeting/trainings. Maintains confidentiality in all aspects of client, staff and agency information. Maintains effective working interaction with coworkers and outside contacts that will enhance the operation of the Head Start program. Organizes and prioritizes all assignments as directed. Participates in community activities that enhance Head Start/Early Head Start programs as directed. Actively participates in USDA training provided by Nutrition Supervisor. Participates in ongoing monitoring, Community Assessment and Self-Assessment and performs reasonable related functions. Participates in regular safety, storm and fire drills. Submits reports, documents, and files as directed. Uses and follows the policies/procedures of Head Start, federal, state and local regulations/laws, and federal regulations/laws including the Head Start Performance Standards, applicable transmittal notices, and other administrative orders/directions. Uses and follows the policies/procedures of You Thrive Florida, including but not limited to Personnel Policies, Occupational Health and Safety policies, payroll policies/practices, etc. NON-ESSENTIAL/SECONDARY FUNCTIONS: Performs any additional duties as directed or assigned by supervisor, management staff, program director or You Thrive Florida management staff. This description is intended to convey information essential to understanding the scope of the position and is not intended to be an exhaustive list of skills, efforts, duties, responsibilities, or working conditions associated with the position. JOB STANDARDS: Education: CDA, FCCPC or Associates Degree in Early Childhood Education or related field. Must complete all required trainings as mandated by the current versions of the Department of Children and Families Child Care Facility Handbook, the Office of Early Learning School Readiness Program Health and Safety Standards Handbook and other training standards adopted by the Office of Early Learning. Must obtain/maintain CPR/First Aid certification. Will complete Head Start required annual training hours. To remain active as a Long-Term Substitute for You Thrive Florida, the Long-Term Substitute must work a minimum of 250 hours every half year. Half year is defined as July 1st through December 31st and January 1st through June 30th each year the Long-Term Substitute is active. All Teams Day and Pre- Service hours are not inclusive to minimum hours worked. Failure to meet this requirement may result in you being removed from the active substitute role. Experience: No experience required. Licenses & Certifications: Valid Florida driver’s license and be insurable by Company’s current insurance carrier. Subject to federal, state and local legal requirements/background checks. CRITICAL SKILLS, ABILITIES, & EXPERTISE: Physical Requirements: These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the position. Talking, standing, sitting, squatting, kneeling, use of fingers, arms, hands, legs, walking, stretching/reaching, handling, grasping, climbing, bending at the waist, turning, balancing, pushing, pulling, use of depth perception, carrying and lifting (up to 65 lbs.), and driving are constant. Good eyesight (correctable) and hearing (correctable) are essential. Equipment: Computer, facsimile, copy machine, calculator, multi-line phone and other small office and instructional equipment and vehicle. Skills & Expertise: Knowledge of health/sanitation practices regarding meal service and food preparation/service. Ability to use and operate a personal computer. Ability to complete work with a high degree of accuracy. Ability to effectively communicate orally and in writing. Ability to keep accurate written records. Knowledge of organization methods. Ability to operate a vehicle/van safely. Ability to arrive to work daily and on time. Ability to work with limited direction. Ability to evaluate situations and make prompt decision. Ability to maintain You Thrive Florida, Head Start, child and parent confidentiality. Knowledge of classroom management techniques. Ability to work with children including those with special needs. Ability to be reliable, responsible and accountable to job requirements. Ability to establish effective working relationships with people, particularly supervisor and co-workers. ENVIRONMENTAL JOB FACTORS: Job Location: Primary location is the Head Start facilities in Hernando, Sumter and/or Volusia counties. Occasional travel to other counties. Work Environment: While performing the responsibilities of the position, these work environment characteristics are representative of the environment the employee will encounter. Office environment and working alone and with others frequently. Working with office equipment is frequent. Occasionally outdoors and operates a vehicle. Reasonable accommodation will be made for otherwise qualified individuals with a disability. Tue, 28 Apr 2026 08:31:59 -0400 https://alumnijobs.cofc.edu/jobs/rss/22235430/long-term-substitute https://alumnijobs.cofc.edu/jobs/rss/22235430/long-term-substitute Deland, Florida, POSITION SUMMARY : The Long-Term Substitute Teacher will be responsible for classroom, dietary and/or and family educational activities to ensure a quality center based program for families. Duties vary according to the length of the assignment.   ESSENTIAL JOB FUNCTIONS: Be available to fill in for Early Head Start Teacher, Head Start Teacher, Head Start Teacher Assistant, Extended Day Teacher, or Extended Day Teacher Assistant whenever needed. Cooperate with and follow through on suggestions/recommendations of managers, leaders and specialists to establish a quality comprehensive child/family program. Has a comprehensive understanding of the needs of the children in the classroom (health issues: asthma, allergies, seizures, hearing/vision, ) and makes appropriate accommodations to ensure child outcomes are achieved. Assists in providing developmentally appropriate activities to enhance physical, social, emotional and intellectual development of children in the classroom. Assists in introducing age appropriate materials to children, volunteers and Provides appropriate guidance to promote children’s physical growth. Assists in guiding children in developing basic concepts as prescribed in the education, nutrition, health, dental and mental health plans. Assists with classroom activities that include reading stories, preparing and delivering activities for/to the children, conducting/assisting with small and large group activities, alerting teacher to any problems or special information. Assists in maintaining a safe, clean, neat and orderly classroom/learning environment, including playground areas. Monitors and reports in writing, needed repair of damaged items. Maintains a safe and clean learning environment through cleaning/sanitizing classroom area including, work area, play area, materials, Monitors play and working areas for broken and non-usable materials. Takes appropriate action to correct. Encourages language development of children by asking open ended questions. Promotes cultural and ethnic acceptance and experiences and positive self-concept and social skills. Encourages appropriate behavior. Provides and participates in learning experiences for children that allow children to solve problems, initiate activities, explore, question and gain mastery through learning by doing. While assisting in classroom, supervises children at all times; maintains child/staff ratios in accordance with policies and regulations. Reports child abuse and neglect in accordance with program policies and procedures. Participates and works as a team-player with all Head Start/Early Head Start staff, including but not limited to: teacher, co-workers, supervisor/management, the staff members/specialist in education, health, and family and community partnerships. Actively participates in center/classroom activities and parent/meetings activities as requested. Acts as an advocate and role model for Head Start Recruits children for the program. Attends and actively participates in training programs, staff meetings, and other meeting/trainings. Maintains confidentiality in all aspects of client, staff and agency information. Maintains effective working interaction with coworkers and outside contacts that will enhance the operation of the Head Start program. Organizes and prioritizes all assignments as directed. Participates in community activities that enhance Head Start/Early Head Start programs as directed. Actively participates in USDA training provided by Nutrition Supervisor. Participates in ongoing monitoring, Community Assessment and Self-Assessment and performs reasonable related functions. Participates in regular safety, storm and fire drills. Submits reports, documents, and files as directed. Uses and follows the policies/procedures of Head Start, federal, state and local regulations/laws, and federal regulations/laws including the Head Start Performance Standards, applicable transmittal notices, and other administrative orders/directions. Uses and follows the policies/procedures of You Thrive Florida, including but not limited to Personnel Policies, Occupational Health and Safety policies, payroll policies/practices, etc. NON-ESSENTIAL/SECONDARY FUNCTIONS: Performs any additional duties as directed or assigned by supervisor, management staff, program director or You Thrive Florida management staff. This description is intended to convey information essential to understanding the scope of the position and is not intended to be an exhaustive list of skills, efforts, duties, responsibilities, or working conditions associated with the position. JOB STANDARDS: Education: CDA, FCCPC or Associates Degree in Early Childhood Education or related field. Must complete all required trainings as mandated by the current versions of the Department of Children and Families Child Care Facility Handbook, the Office of Early Learning School Readiness Program Health and Safety Standards Handbook and other training standards adopted by the Office of Early Learning. Must obtain/maintain CPR/First Aid certification. Will complete Head Start required annual training hours. To remain active as a Long-Term Substitute for You Thrive Florida, the Long-Term Substitute must work a minimum of 250 hours every half year. Half year is defined as July 1st through December 31st and January 1st through June 30th each year the Long-Term Substitute is active. All Teams Day and Pre- Service hours are not inclusive to minimum hours worked. Failure to meet this requirement may result in you being removed from the active substitute role. Experience: No experience required. Licenses & Certifications: Valid Florida driver’s license and be insurable by Company’s current insurance carrier. Subject to federal, state and local legal requirements/background checks. CRITICAL SKILLS, ABILITIES, & EXPERTISE: Physical Requirements: These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the position. Talking, standing, sitting, squatting, kneeling, use of fingers, arms, hands, legs, walking, stretching/reaching, handling, grasping, climbing, bending at the waist, turning, balancing, pushing, pulling, use of depth perception, carrying and lifting (up to 65 lbs.), and driving are constant. Good eyesight (correctable) and hearing (correctable) are essential. Equipment: Computer, facsimile, copy machine, calculator, multi-line phone and other small office and instructional equipment and vehicle. Skills & Expertise: Knowledge of health/sanitation practices regarding meal service and food preparation/service. Ability to use and operate a personal computer. Ability to complete work with a high degree of accuracy. Ability to effectively communicate orally and in writing. Ability to keep accurate written records. Knowledge of organization methods. Ability to operate a vehicle/van safely. Ability to arrive to work daily and on time. Ability to work with limited direction. Ability to evaluate situations and make prompt decision. Ability to maintain You Thrive Florida, Head Start, child and parent confidentiality. Knowledge of classroom management techniques. Ability to work with children including those with special needs. Ability to be reliable, responsible and accountable to job requirements. Ability to establish effective working relationships with people, particularly supervisor and co-workers. ENVIRONMENTAL JOB FACTORS: Job Location: Primary location is the Head Start facilities in Hernando, Sumter and/or Volusia counties. Occasional travel to other counties. Work Environment: While performing the responsibilities of the position, these work environment characteristics are representative of the environment the employee will encounter. Office environment and working alone and with others frequently. Working with office equipment is frequent. Occasionally outdoors and operates a vehicle. Reasonable accommodation will be made for otherwise qualified individuals with a disability. Tue, 28 Apr 2026 08:30:09 -0400 https://alumnijobs.cofc.edu/jobs/rss/22235426/head-start-teacher https://alumnijobs.cofc.edu/jobs/rss/22235426/head-start-teacher Spring Hill, Florida, POSITION SUMMARY : Responsible for day-to-day operation and management of the classroom. Responsible for guiding and directing the learning experiences for children by providing a developmentally appropriate learning environment.   Schedule: Monday - Friday 7:30am - 3:30pm   Please apply online at www.youthrivefl.org    Only completed and signed applications will be considered.  Full Time Position- Benefits Eligible: Teacher Break Pay, Sick, PTO, Employer paid health    benefits, Vision & Dental Plans, 403B retirement, 14 company paid holidays, Pet Insurance, Basic $30,000 Life Insurance Policy, and Long-Term Disability Insurance (LTD) and Accidental Death and Dismemberment Insurance (AD&D). Public Service Loan Forgiveness Qualified Employer.   ESSENTIAL JOB FUNCTIONS : Provides developmentally appropriate activities to enhance physical, social, emotional and intellectual development of children in the classroom, ensuring each child’s individual needs are met. Prepares and implements lesson plans in collaboration with teacher assistant using established curricula ensuring that small group, large group and individual experiences are provided. Ensures current lesson plan is posted in classroom. Guides children in developing basic concepts as prescribed in the education, nutrition, health, dental and mental health plans. Responsible for ensuring children are prepared for screening and exam procedures such as vision, hearing, dental, speech, and developmental to encourage successful completion. Maintains ongoing observation and assessment on each child within the classroom utilizing required tracking Daily observation will include anecdotal notes, health checks, and other tracking requirements. Works collaboratively with health staff to ensure a well-stocked first aid kit. Ensures all medication is stored properly in the classroom and all OSHA standards are Maintains current emergency contact information for families. Ensures medication is administered properly to children, following all written procedures. Develops Education Child Portfolio for each child in the classroom with required documentation and ensures information is accurate and current. Ensures referral is completed and submitted to the appropriate service area for any child with a suspected delay or any other area of concern. Participates in the child staffing process with the disability services team and LEA, including the completion of required paperwork, attending staffings and implementation of the IEP when child is determined eligible. Implements and documents organized play in the outdoor learning environment. Provides appropriateguidance to promote children’s gross motor Balances indoor and outdoor activities to stimulate both cognitive growth and physical skills. Maintains a safe, clean, and orderly classroom and playground area. Monitors and reports in writing to supervisor any needed repairs and takes appropriate action to correct any unsafe area. Establishes and maintains an adequately supplied classroom, ensuring the physical and developmental needs of all children are Prepares requests for and purchases all classroom supplies/equipment with supervisor approval. Provides and participates in learning experiences that allow children to solve problems, initiate activities,explore, question and gain mastery through learning by Encourages language development of children by asking open ended questions. Supports the development of children’s positive self-concept and social skills through the promotion of cultural and ethnic acceptance and experiences. Provides direct supervision to children at all times; maintaining child/staff ratios in accordance with policies and regulations. Maintains accurate classroom attendance, assuring the sign in/out sheet corresponds with the number of children in the classroom at all times. Provides information to Family Advocate in a timely manner, of any known reason for child absence. Posts and reviews current menu in classroom for discussion with Participates with children at mealtimes, including breakfast and lunch, ensuring family-style dining is implemented. Plans and implements healthy cooking experiences within the classroom setting that reflect the ethnic and cultural composition of the population. Ensures regular safety and fire/storm drills are Assures that emergency procedures and evacuation routes are posted in the classroom. Maintains and documents regular contact with parents ensuring two home visits and two parent/teacher conferences are conducted yearly. Recruits parents as volunteers in the classroom/center. Documents/reports parent participation in center activities. Completes two individualized home activities each month per child and provides to parents. Acquaints volunteers with the classroom and ensures they are aware of the expectations of a volunteer. Prepares parent bulletin board and ensures compliance with program standards. Reports child abuse and neglect in accordance with program policies and procedures. Emphasizes the importance of child cleanliness/hygiene, assuring that hand washing takes place at appropriate times throughout the day and tooth brushing takes place after lunch. Ensures children’s hands and face are clean upon departing for the day. Plan and participate in educational field trips meeting Head Start requirements. Assists in the recruitment of children for the Participates in community activities as requested that enhance the Head Start program. Maintains appropriate documentation required by USDA/Child Care Food Program and ensures quality of data and timelines for completion. Provides professional guidance to and collaborates with the teacher assistant in all classroom duties. Actively participates in center/classroom activities, parent meetings and parent activities as directed. Acts as an advocate and role model for Head Start Recruits children for the program. Assists in the development and implementation of the annual training plan, including pre- service, in-service, T/TA, and ongoing training requirements. Attends and actively participates in training programs, staff meetings, and other meeting/trainings. Maintains confidentiality in all aspects of client, staff and agency information. Maintains effective working interaction with coworkers and outside contacts that will enhance the operation of the Head Start program. Organizes and prioritizes all assignments as directed. Participates in community activities that enhance Head Start programs as directed. Demonstrates proficiency and application in the learning environment of the CLASS (Classroom Assessment Scoring System). Participates in ongoing monitoring, Community Assessment and Self-Assessment and performs reasonable related functions. Submits reports, documents, and files as directed. Uses and follows the policies/procedures of Head Start, federal, state and local regulations/laws, and federal regulations/laws including the Head Start Performance Standards, applicable transmittal notices, and other administrative orders/directions. Uses and follows the policies/procedures of You Thrive Florida, including but not limited to Personnel Policies, Occupational Health and Safety policies, payroll policies/practices, etc. NON-ESSENTIAL/SECONDARY FUNCTIONS : Performs any additional duties as directed or assigned by supervisor, management staff, program director or You Thrive Florida management staff. This description is intended to convey information essential to understanding the scope of the position and is not intended to be an exhaustive list of skills, efforts, duties, responsibilities, or working conditions associated with the position. JOB STANDARDS :   Education: A minimum of an Associate’s Degree with the understanding that you must enroll after 90 days to acquire Bachelors degree to be completed within 3 years. Must complete all required trainings as mandated by the current versions of the Department of Children and Families Child Care Facility Handbook, the Office of EarlyLearning School Readiness Program Health and Safety Standards Handbook and other training standards adopted by the Office of Early Learning. Must obtain/maintain CPR/First Aid certification. Will complete Head Start required annual training hours Experience: Two years of experience in child education, care and service or related field. Licenses & Certifications: Valid Florida driver’s license and be insurable by Company’s current insurance carrier.  Subject to federal, state and local legal requirements/background checks. CRITICAL SKILLS, ABILITIES, & EXPERTISE :   Physical Requirements: These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the position.  Talking, standing, sitting, squatting, kneeling, use of fingers, arms, hands, legs, walking, stretching/reaching, handling, grasping, climbing, bending at the waist, turning, balancing, pushing, pulling, use of depth perception, carrying and lifting (up to 65 lbs.), and driving are constant.  Good eyesight (correctable) and hearing (correctable) are essential. Equipment:  Computer, facsimile, copy machine, calculator, multi-line phone and other small office and instructional equipment and vehicle. Skills & Expertise: Ability to carry out lesson plans. Ability to implement and coordinate  children’s activities. Ability to work with children with special needs. Knowledge of early childhood education methods. Ability to establish effective working relationships with people, particularly parents and children. Skill in completing work with a high degree of accuracy. Ability to arrive to work daily and on time. Ability to work with limited direction. Knowledge of organization methods. Ability to evaluate situations and make prompt decision. Ability to effectively communicate orally and in writing. Ability to analyze and interpret data. Ability to use and operate a personal computer. Knowledge of child disability and mental health issues. Ability to maintain You Thrive Florida, Head Start, child and parent confidentiality.Knowledge of classroom management techniques. Ability to be reliable, responsible and accountable to job requirements. ENVIRONMENTAL JOB FACTORS : Job Location: Primary location is the Head Start facilities in Hernando, Sumter and/or Volusia counties. Occasional travel to other counties. Work Environment:   While performing the responsibilities of the position, these work environment characteristics are representative of the environment the employee will encounter.  Office environment and working alone and with others frequently.  Working with office equipment is frequent.  Occasionally outdoors and operates a vehicle. Tue, 12 May 2026 09:45:32 -0400 https://alumnijobs.cofc.edu/jobs/rss/22235438/substitute https://alumnijobs.cofc.edu/jobs/rss/22235438/substitute Daytona Beach, Florida, POSITION SUMMARY : The Substitute will be responsible for classroom, meal service, dietary and/or and family educational activities to ensure a quality center based program for families. Duties vary according to the length of the assignment. ESSENTIAL JOB FUNCTIONS: Education Substitute Duties: Be available to fill in for Early Head Start Teacher, Head Start Teacher Assistant, Extended Day Teacher Assistant, or Center Aide whenever needed. Cooperates with and follow through on suggestions/recommendations of managers, leaders and specialists to establish a quality comprehensive child/family program. Has a comprehensive understanding of the needs of the children in the classroom (health issues: asthma, allergies, seizures, hearing/vision, ) and makes appropriate accommodations to ensure child outcomes are achieved. Assists in providing developmentally appropriate activities to enhance physical, social, emotional and intellectual development of children in the classroom. Assists in introducing age appropriate materials to children, volunteers and Provides appropriate guidance to promote children’s physical growth. Assists in guiding children in developing basic concepts as prescribed in the education, nutrition, health, dental and mental health plans. Assists with classroom activities that include reading stories, preparing and delivering activities for/to the children, conducting/assisting with small and large group activities, alerting teacher to any problems or special information. Assists in maintaining a safe, clean, neat and orderly classroom/learning environment, including playground areas. Monitors and reports in writing, needed repair of damaged items. Maintains a safe and clean learning environment through cleaning/sanitizing classroom area including, work area, play area, materials, etc. Monitors play and working areas for broken and non-usable materials. Takes appropriate action to correct. Encourages language development of children by asking open ended questions. Promotes cultural and ethnic acceptance and experiences and positive self-concept and social skills. Encourages appropriate behavior. Provides and participates in learning experiences for children that allow children to solve problems, initiate activities, explore, question and gain mastery through learning by doing. While assisting in classroom, supervises children at all times; maintains child/staff ratios in accordance with policies and regulations. Reports child abuse and neglect in accordance with program policies and procedures. Participates and works as a team-player with all Early Learning Program staff, including but not limited to: teacher, co-workers, supervisor/management, the staff members/specialist in education, health, and family and community partnerships. Actively participates in center/classroom activities and parent/meetings activities as requested. Acts as an advocate and role model for Head Start Recruits children for the program. Attends and actively participates in training programs, staff meetings, and other meeting/trainings. Maintains confidentiality in all aspects of client, staff and agency information. Maintains effective working interaction with coworkers and outside contacts that will enhance the operation of the Head Start program. Organizes and prioritizes all assignments as directed. Participates in community activities that enhance Head Start/Early Head Start programs as directed. Actively participates in USDA training provided by Senior Health Services Supervisor. Participates in ongoing monitoring, Community Assessment and Self-Assessment and performs reasonable related functions. Participates in regular safety, storm and fire drills. Submits reports, documents, and files as directed. Uses and follows the policies/procedures of Head Start, federal, state and local regulations/laws, and federal regulations/laws including the Head Start Performance Standards, applicable transmittal notices, and other administrative orders/directions. Uses and follows the policies/procedures of You Thrive Florida, including but not limited to Personnel Policies, Occupational Health and Safety policies, payroll policies/practices, etc. Center Aide Substitute Duties: Picks-up breakfast, lunch, and snack from meal provider, assures and documents safe food temperatures and delivers meals to Head Start center during USDA approved meal service times. Delivers meal containers to individual classrooms. Retrieves, scrapes, and rinses food containers; empties ice coolers; cleans sinks/cleaning area. Returns meal and milk containers to meal provider. Stores snacks as needed (refrigerates cold items, keeps room temperature items in a safe/sanitary location). Maintains appropriate levels of supplies in a clean and orderly manner on site. Delivers paper products, utensils, and supplies to classrooms as needed. Drives vehicle for pick-up and delivery of meals, supplies, and substitute meal items assuring all federal, state and local laws, regulations and departmental procedures are adhered to. Performs regular vehicle safety checks as required and submits documentation Assures that meal vehicle is in safe operating condition and is kept clean and adequately fueled. Maintains appropriate documentation required by USDA/Child Care Food Program (meal count, CCFP worksheets, and menu planner) and ensures quality of data and timelines for completion. Works in collaboration with providers and centers/classrooms staff when picking-up and delivering meals. Maintain communication with the education staff to alert staff to any problems or special information. NON-ESSENTIAL/SECONDARY FUNCTIONS: Performs any additional duties as directed or assigned by supervisor, management staff, program director or You Thrive Florida management staff. This description is intended to convey information essential to understanding the scope of the position and is not intended to be an exhaustive list of skills, efforts, duties, responsibilities, or working conditions associated with the position. JOB STANDARDS: Education: High School Diploma or equivalent. Must complete all required trainings as mandated by the current versions of the Department of Children and Families Child Care Facility Handbook, the Office of Early Learning School Readiness Program Health and Safety Standards Handbook and other training standards adopted by the Office of Early Learning. Must obtain/maintain CPR/First Aid certification within 90 days of hire. Will complete Head Start required annual training hours. To remain active as a Substitute for You Thrive Florida, the Substitute must work a minimum of 144 hours every half year. Half year is defined as July 1st through December 31st and January 1st through June 30th each year the Substitute is active. All Teams Day and Pre-Service hours are not inclusive to minimum hours worked. Failure to meet this requirement may result in you being removed from the active substitute roster. Experience: No experience required. Licenses & Certifications: Valid Florida driver’s license and be insurable by Company’s current insurance carrier. Subject to federal, state and local legal requirements/background checks.   CRITICAL SKILLS, ABILITIES, & EXPERTISE: Physical Requirements: These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the position. Talking, standing, sitting, squatting, kneeling, use of fingers, arms, hands, legs, walking, stretching/reaching, handling, grasping, climbing, bending at the waist, turning, balancing, pushing, pulling, use of depth perception, carrying and lifting (up to 65 lbs.), and driving are constant. Good eyesight (correctable) and hearing (correctable) are essential. Equipment: Computer, facsimile, copy machine, calculator, multi-line phone and other small office and instructional equipment and vehicle. Skills & Expertise: Knowledge of health/sanitation practices regarding meal service and food preparation/service. Ability to use and operate a personal computer. Ability to complete work with a high degree of accuracy. Ability to effectively communicate orally and in writing. Ability to keep accurate written records. Knowledge of organization methods. Ability to operate a vehicle/van safely. Ability to arrive to work daily and on time. Ability to work with limited direction. Ability to evaluate situations and make prompt decision. Ability to maintain You Thrive Florida, Head Start, child and parent confidentiality. Knowledge of classroom management techniques. Ability to work with children including those with special needs. Ability to be reliable, responsible and accountable to job requirements. Ability to establish effective working relationships with people, particularly supervisor and co-workers.   ENVIRONMENTAL JOB FACTORS: Job Location: Primary location is the Head Start facilities in Hernando, Sumter and/or Volusia counties. Occasional travel to other counties. Work Environment: While performing the responsibilities of the position, these work environment characteristics are representative of the environment the employee will encounter. Office environment and working alone and with others frequently. Working with office equipment is frequent. Occasionally outdoors and operates a vehicle. Tue, 28 Apr 2026 08:34:19 -0400 https://alumnijobs.cofc.edu/jobs/rss/22235437/substitute https://alumnijobs.cofc.edu/jobs/rss/22235437/substitute Deland, Florida, POSITION SUMMARY : The Substitute will be responsible for classroom, meal service, dietary and/or and family educational activities to ensure a quality center based program for families. Duties vary according to the length of the assignment. ESSENTIAL JOB FUNCTIONS: Education Substitute Duties: Be available to fill in for Early Head Start Teacher, Head Start Teacher Assistant, Extended Day Teacher Assistant, or Center Aide whenever needed. Cooperates with and follow through on suggestions/recommendations of managers, leaders and specialists to establish a quality comprehensive child/family program. Has a comprehensive understanding of the needs of the children in the classroom (health issues: asthma, allergies, seizures, hearing/vision, ) and makes appropriate accommodations to ensure child outcomes are achieved. Assists in providing developmentally appropriate activities to enhance physical, social, emotional and intellectual development of children in the classroom. Assists in introducing age appropriate materials to children, volunteers and Provides appropriate guidance to promote children’s physical growth. Assists in guiding children in developing basic concepts as prescribed in the education, nutrition, health, dental and mental health plans. Assists with classroom activities that include reading stories, preparing and delivering activities for/to the children, conducting/assisting with small and large group activities, alerting teacher to any problems or special information. Assists in maintaining a safe, clean, neat and orderly classroom/learning environment, including playground areas. Monitors and reports in writing, needed repair of damaged items. Maintains a safe and clean learning environment through cleaning/sanitizing classroom area including, work area, play area, materials, etc. Monitors play and working areas for broken and non-usable materials. Takes appropriate action to correct. Encourages language development of children by asking open ended questions. Promotes cultural and ethnic acceptance and experiences and positive self-concept and social skills. Encourages appropriate behavior. Provides and participates in learning experiences for children that allow children to solve problems, initiate activities, explore, question and gain mastery through learning by doing. While assisting in classroom, supervises children at all times; maintains child/staff ratios in accordance with policies and regulations. Reports child abuse and neglect in accordance with program policies and procedures. Participates and works as a team-player with all Early Learning Program staff, including but not limited to: teacher, co-workers, supervisor/management, the staff members/specialist in education, health, and family and community partnerships. Actively participates in center/classroom activities and parent/meetings activities as requested. Acts as an advocate and role model for Head Start Recruits children for the program. Attends and actively participates in training programs, staff meetings, and other meeting/trainings. Maintains confidentiality in all aspects of client, staff and agency information. Maintains effective working interaction with coworkers and outside contacts that will enhance the operation of the Head Start program. Organizes and prioritizes all assignments as directed. Participates in community activities that enhance Head Start/Early Head Start programs as directed. Actively participates in USDA training provided by Senior Health Services Supervisor. Participates in ongoing monitoring, Community Assessment and Self-Assessment and performs reasonable related functions. Participates in regular safety, storm and fire drills. Submits reports, documents, and files as directed. Uses and follows the policies/procedures of Head Start, federal, state and local regulations/laws, and federal regulations/laws including the Head Start Performance Standards, applicable transmittal notices, and other administrative orders/directions. Uses and follows the policies/procedures of You Thrive Florida, including but not limited to Personnel Policies, Occupational Health and Safety policies, payroll policies/practices, etc. Center Aide Substitute Duties: Picks-up breakfast, lunch, and snack from meal provider, assures and documents safe food temperatures and delivers meals to Head Start center during USDA approved meal service times. Delivers meal containers to individual classrooms. Retrieves, scrapes, and rinses food containers; empties ice coolers; cleans sinks/cleaning area. Returns meal and milk containers to meal provider. Stores snacks as needed (refrigerates cold items, keeps room temperature items in a safe/sanitary location). Maintains appropriate levels of supplies in a clean and orderly manner on site. Delivers paper products, utensils, and supplies to classrooms as needed. Drives vehicle for pick-up and delivery of meals, supplies, and substitute meal items assuring all federal, state and local laws, regulations and departmental procedures are adhered to. Performs regular vehicle safety checks as required and submits documentation Assures that meal vehicle is in safe operating condition and is kept clean and adequately fueled. Maintains appropriate documentation required by USDA/Child Care Food Program (meal count, CCFP worksheets, and menu planner) and ensures quality of data and timelines for completion. Works in collaboration with providers and centers/classrooms staff when picking-up and delivering meals. Maintain communication with the education staff to alert staff to any problems or special information. NON-ESSENTIAL/SECONDARY FUNCTIONS: Performs any additional duties as directed or assigned by supervisor, management staff, program director or You Thrive Florida management staff. This description is intended to convey information essential to understanding the scope of the position and is not intended to be an exhaustive list of skills, efforts, duties, responsibilities, or working conditions associated with the position. JOB STANDARDS: Education: High School Diploma or equivalent. Must complete all required trainings as mandated by the current versions of the Department of Children and Families Child Care Facility Handbook, the Office of Early Learning School Readiness Program Health and Safety Standards Handbook and other training standards adopted by the Office of Early Learning. Must obtain/maintain CPR/First Aid certification within 90 days of hire. Will complete Head Start required annual training hours. To remain active as a Substitute for You Thrive Florida, the Substitute must work a minimum of 144 hours every half year. Half year is defined as July 1st through December 31st and January 1st through June 30th each year the Substitute is active. All Teams Day and Pre-Service hours are not inclusive to minimum hours worked. Failure to meet this requirement may result in you being removed from the active substitute roster. Experience: No experience required. Licenses & Certifications: Valid Florida driver’s license and be insurable by Company’s current insurance carrier. Subject to federal, state and local legal requirements/background checks.   CRITICAL SKILLS, ABILITIES, & EXPERTISE: Physical Requirements: These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the position. Talking, standing, sitting, squatting, kneeling, use of fingers, arms, hands, legs, walking, stretching/reaching, handling, grasping, climbing, bending at the waist, turning, balancing, pushing, pulling, use of depth perception, carrying and lifting (up to 65 lbs.), and driving are constant. Good eyesight (correctable) and hearing (correctable) are essential. Equipment: Computer, facsimile, copy machine, calculator, multi-line phone and other small office and instructional equipment and vehicle. Skills & Expertise: Knowledge of health/sanitation practices regarding meal service and food preparation/service. Ability to use and operate a personal computer. Ability to complete work with a high degree of accuracy. Ability to effectively communicate orally and in writing. Ability to keep accurate written records. Knowledge of organization methods. Ability to operate a vehicle/van safely. Ability to arrive to work daily and on time. Ability to work with limited direction. Ability to evaluate situations and make prompt decision. Ability to maintain You Thrive Florida, Head Start, child and parent confidentiality. Knowledge of classroom management techniques. Ability to work with children including those with special needs. Ability to be reliable, responsible and accountable to job requirements. Ability to establish effective working relationships with people, particularly supervisor and co-workers.   ENVIRONMENTAL JOB FACTORS: Job Location: Primary location is the Head Start facilities in Hernando, Sumter and/or Volusia counties. Occasional travel to other counties. Work Environment: While performing the responsibilities of the position, these work environment characteristics are representative of the environment the employee will encounter. Office environment and working alone and with others frequently. Working with office equipment is frequent. Occasionally outdoors and operates a vehicle. Tue, 28 Apr 2026 08:33:48 -0400 https://alumnijobs.cofc.edu/jobs/rss/22235435/long-term-substitute https://alumnijobs.cofc.edu/jobs/rss/22235435/long-term-substitute Spring Hill, Florida, POSITION SUMMARY : The Long-Term Substitute Teacher will be responsible for classroom, dietary and/or and family educational activities to ensure a quality center based program for families. Duties vary according to the length of the assignment.   ESSENTIAL JOB FUNCTIONS: Be available to fill in for Early Head Start Teacher, Head Start Teacher, Head Start Teacher Assistant, Extended Day Teacher, or Extended Day Teacher Assistant whenever needed. Cooperate with and follow through on suggestions/recommendations of managers, leaders and specialists to establish a quality comprehensive child/family program. Has a comprehensive understanding of the needs of the children in the classroom (health issues: asthma, allergies, seizures, hearing/vision, ) and makes appropriate accommodations to ensure child outcomes are achieved. Assists in providing developmentally appropriate activities to enhance physical, social, emotional and intellectual development of children in the classroom. Assists in introducing age appropriate materials to children, volunteers and Provides appropriate guidance to promote children’s physical growth. Assists in guiding children in developing basic concepts as prescribed in the education, nutrition, health, dental and mental health plans. Assists with classroom activities that include reading stories, preparing and delivering activities for/to the children, conducting/assisting with small and large group activities, alerting teacher to any problems or special information. Assists in maintaining a safe, clean, neat and orderly classroom/learning environment, including playground areas. Monitors and reports in writing, needed repair of damaged items. Maintains a safe and clean learning environment through cleaning/sanitizing classroom area including, work area, play area, materials, Monitors play and working areas for broken and non-usable materials. Takes appropriate action to correct. Encourages language development of children by asking open ended questions. Promotes cultural and ethnic acceptance and experiences and positive self-concept and social skills. Encourages appropriate behavior. Provides and participates in learning experiences for children that allow children to solve problems, initiate activities, explore, question and gain mastery through learning by doing. While assisting in classroom, supervises children at all times; maintains child/staff ratios in accordance with policies and regulations. Reports child abuse and neglect in accordance with program policies and procedures. Participates and works as a team-player with all Head Start/Early Head Start staff, including but not limited to: teacher, co-workers, supervisor/management, the staff members/specialist in education, health, and family and community partnerships. Actively participates in center/classroom activities and parent/meetings activities as requested. Acts as an advocate and role model for Head Start Recruits children for the program. Attends and actively participates in training programs, staff meetings, and other meeting/trainings. Maintains confidentiality in all aspects of client, staff and agency information. Maintains effective working interaction with coworkers and outside contacts that will enhance the operation of the Head Start program. Organizes and prioritizes all assignments as directed. Participates in community activities that enhance Head Start/Early Head Start programs as directed. Actively participates in USDA training provided by Nutrition Supervisor. Participates in ongoing monitoring, Community Assessment and Self-Assessment and performs reasonable related functions. Participates in regular safety, storm and fire drills. Submits reports, documents, and files as directed. Uses and follows the policies/procedures of Head Start, federal, state and local regulations/laws, and federal regulations/laws including the Head Start Performance Standards, applicable transmittal notices, and other administrative orders/directions. Uses and follows the policies/procedures of You Thrive Florida, including but not limited to Personnel Policies, Occupational Health and Safety policies, payroll policies/practices, etc. NON-ESSENTIAL/SECONDARY FUNCTIONS: Performs any additional duties as directed or assigned by supervisor, management staff, program director or You Thrive Florida management staff. This description is intended to convey information essential to understanding the scope of the position and is not intended to be an exhaustive list of skills, efforts, duties, responsibilities, or working conditions associated with the position. JOB STANDARDS: Education: CDA, FCCPC or Associates Degree in Early Childhood Education or related field. Must complete all required trainings as mandated by the current versions of the Department of Children and Families Child Care Facility Handbook, the Office of Early Learning School Readiness Program Health and Safety Standards Handbook and other training standards adopted by the Office of Early Learning. Must obtain/maintain CPR/First Aid certification. Will complete Head Start required annual training hours. To remain active as a Long-Term Substitute for You Thrive Florida, the Long-Term Substitute must work a minimum of 250 hours every half year. Half year is defined as July 1st through December 31st and January 1st through June 30th each year the Long-Term Substitute is active. All Teams Day and Pre- Service hours are not inclusive to minimum hours worked. Failure to meet this requirement may result in you being removed from the active substitute role. Experience: No experience required. Licenses & Certifications: Valid Florida driver’s license and be insurable by Company’s current insurance carrier. Subject to federal, state and local legal requirements/background checks. CRITICAL SKILLS, ABILITIES, & EXPERTISE: Physical Requirements: These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the position. Talking, standing, sitting, squatting, kneeling, use of fingers, arms, hands, legs, walking, stretching/reaching, handling, grasping, climbing, bending at the waist, turning, balancing, pushing, pulling, use of depth perception, carrying and lifting (up to 65 lbs.), and driving are constant. Good eyesight (correctable) and hearing (correctable) are essential. Equipment: Computer, facsimile, copy machine, calculator, multi-line phone and other small office and instructional equipment and vehicle. Skills & Expertise: Knowledge of health/sanitation practices regarding meal service and food preparation/service. Ability to use and operate a personal computer. Ability to complete work with a high degree of accuracy. Ability to effectively communicate orally and in writing. Ability to keep accurate written records. Knowledge of organization methods. Ability to operate a vehicle/van safely. Ability to arrive to work daily and on time. Ability to work with limited direction. Ability to evaluate situations and make prompt decision. Ability to maintain You Thrive Florida, Head Start, child and parent confidentiality. Knowledge of classroom management techniques. Ability to work with children including those with special needs. Ability to be reliable, responsible and accountable to job requirements. Ability to establish effective working relationships with people, particularly supervisor and co-workers. ENVIRONMENTAL JOB FACTORS: Job Location: Primary location is the Head Start facilities in Hernando, Sumter and/or Volusia counties. Occasional travel to other counties. Work Environment: While performing the responsibilities of the position, these work environment characteristics are representative of the environment the employee will encounter. Office environment and working alone and with others frequently. Working with office equipment is frequent. Occasionally outdoors and operates a vehicle. Reasonable accommodation will be made for otherwise qualified individuals with a disability. Tue, 28 Apr 2026 08:32:49 -0400 https://alumnijobs.cofc.edu/jobs/rss/22235431/long-term-substitute https://alumnijobs.cofc.edu/jobs/rss/22235431/long-term-substitute Daytona Beach, Florida, POSITION SUMMARY : The Long-Term Substitute Teacher will be responsible for classroom, dietary and/or and family educational activities to ensure a quality center based program for families. Duties vary according to the length of the assignment.   ESSENTIAL JOB FUNCTIONS: Be available to fill in for Early Head Start Teacher, Head Start Teacher, Head Start Teacher Assistant, Extended Day Teacher, or Extended Day Teacher Assistant whenever needed. Cooperate with and follow through on suggestions/recommendations of managers, leaders and specialists to establish a quality comprehensive child/family program. Has a comprehensive understanding of the needs of the children in the classroom (health issues: asthma, allergies, seizures, hearing/vision, ) and makes appropriate accommodations to ensure child outcomes are achieved. Assists in providing developmentally appropriate activities to enhance physical, social, emotional and intellectual development of children in the classroom. Assists in introducing age appropriate materials to children, volunteers and Provides appropriate guidance to promote children’s physical growth. Assists in guiding children in developing basic concepts as prescribed in the education, nutrition, health, dental and mental health plans. Assists with classroom activities that include reading stories, preparing and delivering activities for/to the children, conducting/assisting with small and large group activities, alerting teacher to any problems or special information. Assists in maintaining a safe, clean, neat and orderly classroom/learning environment, including playground areas. Monitors and reports in writing, needed repair of damaged items. Maintains a safe and clean learning environment through cleaning/sanitizing classroom area including, work area, play area, materials, Monitors play and working areas for broken and non-usable materials. Takes appropriate action to correct. Encourages language development of children by asking open ended questions. Promotes cultural and ethnic acceptance and experiences and positive self-concept and social skills. Encourages appropriate behavior. Provides and participates in learning experiences for children that allow children to solve problems, initiate activities, explore, question and gain mastery through learning by doing. While assisting in classroom, supervises children at all times; maintains child/staff ratios in accordance with policies and regulations. Reports child abuse and neglect in accordance with program policies and procedures. Participates and works as a team-player with all Head Start/Early Head Start staff, including but not limited to: teacher, co-workers, supervisor/management, the staff members/specialist in education, health, and family and community partnerships. Actively participates in center/classroom activities and parent/meetings activities as requested. Acts as an advocate and role model for Head Start Recruits children for the program. Attends and actively participates in training programs, staff meetings, and other meeting/trainings. Maintains confidentiality in all aspects of client, staff and agency information. Maintains effective working interaction with coworkers and outside contacts that will enhance the operation of the Head Start program. Organizes and prioritizes all assignments as directed. Participates in community activities that enhance Head Start/Early Head Start programs as directed. Actively participates in USDA training provided by Nutrition Supervisor. Participates in ongoing monitoring, Community Assessment and Self-Assessment and performs reasonable related functions. Participates in regular safety, storm and fire drills. Submits reports, documents, and files as directed. Uses and follows the policies/procedures of Head Start, federal, state and local regulations/laws, and federal regulations/laws including the Head Start Performance Standards, applicable transmittal notices, and other administrative orders/directions. Uses and follows the policies/procedures of You Thrive Florida, including but not limited to Personnel Policies, Occupational Health and Safety policies, payroll policies/practices, etc. NON-ESSENTIAL/SECONDARY FUNCTIONS: Performs any additional duties as directed or assigned by supervisor, management staff, program director or You Thrive Florida management staff. This description is intended to convey information essential to understanding the scope of the position and is not intended to be an exhaustive list of skills, efforts, duties, responsibilities, or working conditions associated with the position. JOB STANDARDS: Education: CDA, FCCPC or Associates Degree in Early Childhood Education or related field. Must complete all required trainings as mandated by the current versions of the Department of Children and Families Child Care Facility Handbook, the Office of Early Learning School Readiness Program Health and Safety Standards Handbook and other training standards adopted by the Office of Early Learning. Must obtain/maintain CPR/First Aid certification. Will complete Head Start required annual training hours. To remain active as a Long-Term Substitute for You Thrive Florida, the Long-Term Substitute must work a minimum of 250 hours every half year. Half year is defined as July 1st through December 31st and January 1st through June 30th each year the Long-Term Substitute is active. All Teams Day and Pre- Service hours are not inclusive to minimum hours worked. Failure to meet this requirement may result in you being removed from the active substitute role. Experience: No experience required. Licenses & Certifications: Valid Florida driver’s license and be insurable by Company’s current insurance carrier. Subject to federal, state and local legal requirements/background checks. CRITICAL SKILLS, ABILITIES, & EXPERTISE: Physical Requirements: These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the position. Talking, standing, sitting, squatting, kneeling, use of fingers, arms, hands, legs, walking, stretching/reaching, handling, grasping, climbing, bending at the waist, turning, balancing, pushing, pulling, use of depth perception, carrying and lifting (up to 65 lbs.), and driving are constant. Good eyesight (correctable) and hearing (correctable) are essential. Equipment: Computer, facsimile, copy machine, calculator, multi-line phone and other small office and instructional equipment and vehicle. Skills & Expertise: Knowledge of health/sanitation practices regarding meal service and food preparation/service. Ability to use and operate a personal computer. Ability to complete work with a high degree of accuracy. Ability to effectively communicate orally and in writing. Ability to keep accurate written records. Knowledge of organization methods. Ability to operate a vehicle/van safely. Ability to arrive to work daily and on time. Ability to work with limited direction. Ability to evaluate situations and make prompt decision. Ability to maintain You Thrive Florida, Head Start, child and parent confidentiality. Knowledge of classroom management techniques. Ability to work with children including those with special needs. Ability to be reliable, responsible and accountable to job requirements. Ability to establish effective working relationships with people, particularly supervisor and co-workers. ENVIRONMENTAL JOB FACTORS: Job Location: Primary location is the Head Start facilities in Hernando, Sumter and/or Volusia counties. Occasional travel to other counties. Work Environment: While performing the responsibilities of the position, these work environment characteristics are representative of the environment the employee will encounter. Office environment and working alone and with others frequently. Working with office equipment is frequent. Occasionally outdoors and operates a vehicle. Reasonable accommodation will be made for otherwise qualified individuals with a disability. Tue, 28 Apr 2026 08:31:08 -0400 https://alumnijobs.cofc.edu/jobs/rss/22235424/head-start-teacher https://alumnijobs.cofc.edu/jobs/rss/22235424/head-start-teacher Brooksville, Florida, POSITION SUMMARY : Responsible for day-to-day operation and management of the classroom. Responsible for guiding and directing the learning experiences for children by providing a developmentally appropriate learning environment.   Schedule: Monday - Friday 7:30am - 3:30pm   Please apply online at www.youthrivefl.org    Only completed and signed applications will be considered.  Full Time Position- Benefits Eligible: Teacher Break Pay, Sick, PTO, Employer paid health    benefits, Vision & Dental Plans, 403B retirement, 14 company paid holidays, Pet Insurance, Basic $30,000 Life Insurance Policy, and Long-Term Disability Insurance (LTD) and Accidental Death and Dismemberment Insurance (AD&D). Public Service Loan Forgiveness Qualified Employer.   ESSENTIAL JOB FUNCTIONS : Provides developmentally appropriate activities to enhance physical, social, emotional and intellectual development of children in the classroom, ensuring each child’s individual needs are met. Prepares and implements lesson plans in collaboration with teacher assistant using established curricula ensuring that small group, large group and individual experiences are provided. Ensures current lesson plan is posted in classroom. Guides children in developing basic concepts as prescribed in the education, nutrition, health, dental and mental health plans. Responsible for ensuring children are prepared for screening and exam procedures such as vision, hearing, dental, speech, and developmental to encourage successful completion. Maintains ongoing observation and assessment on each child within the classroom utilizing required tracking Daily observation will include anecdotal notes, health checks, and other tracking requirements. Works collaboratively with health staff to ensure a well-stocked first aid kit. Ensures all medication is stored properly in the classroom and all OSHA standards are Maintains current emergency contact information for families. Ensures medication is administered properly to children, following all written procedures. Develops Education Child Portfolio for each child in the classroom with required documentation and ensures information is accurate and current. Ensures referral is completed and submitted to the appropriate service area for any child with a suspected delay or any other area of concern. Participates in the child staffing process with the disability services team and LEA, including the completion of required paperwork, attending staffings and implementation of the IEP when child is determined eligible. Implements and documents organized play in the outdoor learning environment. Provides appropriateguidance to promote children’s gross motor Balances indoor and outdoor activities to stimulate both cognitive growth and physical skills. Maintains a safe, clean, and orderly classroom and playground area. Monitors and reports in writing to supervisor any needed repairs and takes appropriate action to correct any unsafe area. Establishes and maintains an adequately supplied classroom, ensuring the physical and developmental needs of all children are Prepares requests for and purchases all classroom supplies/equipment with supervisor approval. Provides and participates in learning experiences that allow children to solve problems, initiate activities,explore, question and gain mastery through learning by Encourages language development of children by asking open ended questions. Supports the development of children’s positive self-concept and social skills through the promotion of cultural and ethnic acceptance and experiences. Provides direct supervision to children at all times; maintaining child/staff ratios in accordance with policies and regulations. Maintains accurate classroom attendance, assuring the sign in/out sheet corresponds with the number of children in the classroom at all times. Provides information to Family Advocate in a timely manner, of any known reason for child absence. Posts and reviews current menu in classroom for discussion with Participates with children at mealtimes, including breakfast and lunch, ensuring family-style dining is implemented. Plans and implements healthy cooking experiences within the classroom setting that reflect the ethnic and cultural composition of the population. Ensures regular safety and fire/storm drills are Assures that emergency procedures and evacuation routes are posted in the classroom. Maintains and documents regular contact with parents ensuring two home visits and two parent/teacher conferences are conducted yearly. Recruits parents as volunteers in the classroom/center. Documents/reports parent participation in center activities. Completes two individualized home activities each month per child and provides to parents. Acquaints volunteers with the classroom and ensures they are aware of the expectations of a volunteer. Prepares parent bulletin board and ensures compliance with program standards. Reports child abuse and neglect in accordance with program policies and procedures. Emphasizes the importance of child cleanliness/hygiene, assuring that hand washing takes place at appropriate times throughout the day and tooth brushing takes place after lunch. Ensures children’s hands and face are clean upon departing for the day. Plan and participate in educational field trips meeting Head Start requirements. Assists in the recruitment of children for the Participates in community activities as requested that enhance the Head Start program. Maintains appropriate documentation required by USDA/Child Care Food Program and ensures quality of data and timelines for completion. Provides professional guidance to and collaborates with the teacher assistant in all classroom duties. Actively participates in center/classroom activities, parent meetings and parent activities as directed. Acts as an advocate and role model for Head Start Recruits children for the program. Assists in the development and implementation of the annual training plan, including pre- service, in-service, T/TA, and ongoing training requirements. Attends and actively participates in training programs, staff meetings, and other meeting/trainings. Maintains confidentiality in all aspects of client, staff and agency information. Maintains effective working interaction with coworkers and outside contacts that will enhance the operation of the Head Start program. Organizes and prioritizes all assignments as directed. Participates in community activities that enhance Head Start programs as directed. Demonstrates proficiency and application in the learning environment of the CLASS (Classroom Assessment Scoring System). Participates in ongoing monitoring, Community Assessment and Self-Assessment and performs reasonable related functions. Submits reports, documents, and files as directed. Uses and follows the policies/procedures of Head Start, federal, state and local regulations/laws, and federal regulations/laws including the Head Start Performance Standards, applicable transmittal notices, and other administrative orders/directions. Uses and follows the policies/procedures of You Thrive Florida, including but not limited to Personnel Policies, Occupational Health and Safety policies, payroll policies/practices, etc. NON-ESSENTIAL/SECONDARY FUNCTIONS : Performs any additional duties as directed or assigned by supervisor, management staff, program director or You Thrive Florida management staff. This description is intended to convey information essential to understanding the scope of the position and is not intended to be an exhaustive list of skills, efforts, duties, responsibilities, or working conditions associated with the position. JOB STANDARDS :   Education: A minimum of an Associate’s Degree with the understanding that you must enroll after 90 days to acquire Bachelors degree to be completed within 3 years. Must complete all required trainings as mandated by the current versions of the Department of Children and Families Child Care Facility Handbook, the Office of EarlyLearning School Readiness Program Health and Safety Standards Handbook and other training standards adopted by the Office of Early Learning. Must obtain/maintain CPR/First Aid certification. Will complete Head Start required annual training hours Experience: Two years of experience in child education, care and service or related field. Licenses & Certifications: Valid Florida driver’s license and be insurable by Company’s current insurance carrier.  Subject to federal, state and local legal requirements/background checks. CRITICAL SKILLS, ABILITIES, & EXPERTISE :   Physical Requirements: These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the position.  Talking, standing, sitting, squatting, kneeling, use of fingers, arms, hands, legs, walking, stretching/reaching, handling, grasping, climbing, bending at the waist, turning, balancing, pushing, pulling, use of depth perception, carrying and lifting (up to 65 lbs.), and driving are constant.  Good eyesight (correctable) and hearing (correctable) are essential. Equipment:  Computer, facsimile, copy machine, calculator, multi-line phone and other small office and instructional equipment and vehicle. Skills & Expertise: Ability to carry out lesson plans. Ability to implement and coordinate  children’s activities. Ability to work with children with special needs. Knowledge of early childhood education methods. Ability to establish effective working relationships with people, particularly parents and children. Skill in completing work with a high degree of accuracy. Ability to arrive to work daily and on time. Ability to work with limited direction. Knowledge of organization methods. Ability to evaluate situations and make prompt decision. Ability to effectively communicate orally and in writing. Ability to analyze and interpret data. Ability to use and operate a personal computer. Knowledge of child disability and mental health issues. Ability to maintain You Thrive Florida, Head Start, child and parent confidentiality.Knowledge of classroom management techniques. Ability to be reliable, responsible and accountable to job requirements. ENVIRONMENTAL JOB FACTORS : Job Location: Primary location is the Head Start facilities in Hernando, Sumter and/or Volusia counties. Occasional travel to other counties. Work Environment:   While performing the responsibilities of the position, these work environment characteristics are representative of the environment the employee will encounter.  Office environment and working alone and with others frequently.  Working with office equipment is frequent.  Occasionally outdoors and operates a vehicle. Tue, 12 May 2026 09:44:59 -0400 https://alumnijobs.cofc.edu/jobs/rss/22235441/substitute https://alumnijobs.cofc.edu/jobs/rss/22235441/substitute Spring Hill, Florida, POSITION SUMMARY : The Substitute will be responsible for classroom, meal service, dietary and/or and family educational activities to ensure a quality center based program for families. Duties vary according to the length of the assignment. ESSENTIAL JOB FUNCTIONS: Education Substitute Duties: Be available to fill in for Early Head Start Teacher, Head Start Teacher Assistant, Extended Day Teacher Assistant, or Center Aide whenever needed. Cooperates with and follow through on suggestions/recommendations of managers, leaders and specialists to establish a quality comprehensive child/family program. Has a comprehensive understanding of the needs of the children in the classroom (health issues: asthma, allergies, seizures, hearing/vision, ) and makes appropriate accommodations to ensure child outcomes are achieved. Assists in providing developmentally appropriate activities to enhance physical, social, emotional and intellectual development of children in the classroom. Assists in introducing age appropriate materials to children, volunteers and Provides appropriate guidance to promote children’s physical growth. Assists in guiding children in developing basic concepts as prescribed in the education, nutrition, health, dental and mental health plans. Assists with classroom activities that include reading stories, preparing and delivering activities for/to the children, conducting/assisting with small and large group activities, alerting teacher to any problems or special information. Assists in maintaining a safe, clean, neat and orderly classroom/learning environment, including playground areas. Monitors and reports in writing, needed repair of damaged items. Maintains a safe and clean learning environment through cleaning/sanitizing classroom area including, work area, play area, materials, etc. Monitors play and working areas for broken and non-usable materials. Takes appropriate action to correct. Encourages language development of children by asking open ended questions. Promotes cultural and ethnic acceptance and experiences and positive self-concept and social skills. Encourages appropriate behavior. Provides and participates in learning experiences for children that allow children to solve problems, initiate activities, explore, question and gain mastery through learning by doing. While assisting in classroom, supervises children at all times; maintains child/staff ratios in accordance with policies and regulations. Reports child abuse and neglect in accordance with program policies and procedures. Participates and works as a team-player with all Early Learning Program staff, including but not limited to: teacher, co-workers, supervisor/management, the staff members/specialist in education, health, and family and community partnerships. Actively participates in center/classroom activities and parent/meetings activities as requested. Acts as an advocate and role model for Head Start Recruits children for the program. Attends and actively participates in training programs, staff meetings, and other meeting/trainings. Maintains confidentiality in all aspects of client, staff and agency information. Maintains effective working interaction with coworkers and outside contacts that will enhance the operation of the Head Start program. Organizes and prioritizes all assignments as directed. Participates in community activities that enhance Head Start/Early Head Start programs as directed. Actively participates in USDA training provided by Senior Health Services Supervisor. Participates in ongoing monitoring, Community Assessment and Self-Assessment and performs reasonable related functions. Participates in regular safety, storm and fire drills. Submits reports, documents, and files as directed. Uses and follows the policies/procedures of Head Start, federal, state and local regulations/laws, and federal regulations/laws including the Head Start Performance Standards, applicable transmittal notices, and other administrative orders/directions. Uses and follows the policies/procedures of You Thrive Florida, including but not limited to Personnel Policies, Occupational Health and Safety policies, payroll policies/practices, etc. Center Aide Substitute Duties: Picks-up breakfast, lunch, and snack from meal provider, assures and documents safe food temperatures and delivers meals to Head Start center during USDA approved meal service times. Delivers meal containers to individual classrooms. Retrieves, scrapes, and rinses food containers; empties ice coolers; cleans sinks/cleaning area. Returns meal and milk containers to meal provider. Stores snacks as needed (refrigerates cold items, keeps room temperature items in a safe/sanitary location). Maintains appropriate levels of supplies in a clean and orderly manner on site. Delivers paper products, utensils, and supplies to classrooms as needed. Drives vehicle for pick-up and delivery of meals, supplies, and substitute meal items assuring all federal, state and local laws, regulations and departmental procedures are adhered to. Performs regular vehicle safety checks as required and submits documentation Assures that meal vehicle is in safe operating condition and is kept clean and adequately fueled. Maintains appropriate documentation required by USDA/Child Care Food Program (meal count, CCFP worksheets, and menu planner) and ensures quality of data and timelines for completion. Works in collaboration with providers and centers/classrooms staff when picking-up and delivering meals. Maintain communication with the education staff to alert staff to any problems or special information. NON-ESSENTIAL/SECONDARY FUNCTIONS: Performs any additional duties as directed or assigned by supervisor, management staff, program director or You Thrive Florida management staff. This description is intended to convey information essential to understanding the scope of the position and is not intended to be an exhaustive list of skills, efforts, duties, responsibilities, or working conditions associated with the position. JOB STANDARDS: Education: High School Diploma or equivalent. Must complete all required trainings as mandated by the current versions of the Department of Children and Families Child Care Facility Handbook, the Office of Early Learning School Readiness Program Health and Safety Standards Handbook and other training standards adopted by the Office of Early Learning. Must obtain/maintain CPR/First Aid certification within 90 days of hire. Will complete Head Start required annual training hours. To remain active as a Substitute for You Thrive Florida, the Substitute must work a minimum of 144 hours every half year. Half year is defined as July 1st through December 31st and January 1st through June 30th each year the Substitute is active. All Teams Day and Pre-Service hours are not inclusive to minimum hours worked. Failure to meet this requirement may result in you being removed from the active substitute roster. Experience: No experience required. Licenses & Certifications: Valid Florida driver’s license and be insurable by Company’s current insurance carrier. Subject to federal, state and local legal requirements/background checks.   CRITICAL SKILLS, ABILITIES, & EXPERTISE: Physical Requirements: These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the position. Talking, standing, sitting, squatting, kneeling, use of fingers, arms, hands, legs, walking, stretching/reaching, handling, grasping, climbing, bending at the waist, turning, balancing, pushing, pulling, use of depth perception, carrying and lifting (up to 65 lbs.), and driving are constant. Good eyesight (correctable) and hearing (correctable) are essential. Equipment: Computer, facsimile, copy machine, calculator, multi-line phone and other small office and instructional equipment and vehicle. Skills & Expertise: Knowledge of health/sanitation practices regarding meal service and food preparation/service. Ability to use and operate a personal computer. Ability to complete work with a high degree of accuracy. Ability to effectively communicate orally and in writing. Ability to keep accurate written records. Knowledge of organization methods. Ability to operate a vehicle/van safely. Ability to arrive to work daily and on time. Ability to work with limited direction. Ability to evaluate situations and make prompt decision. Ability to maintain You Thrive Florida, Head Start, child and parent confidentiality. Knowledge of classroom management techniques. Ability to work with children including those with special needs. Ability to be reliable, responsible and accountable to job requirements. Ability to establish effective working relationships with people, particularly supervisor and co-workers.   ENVIRONMENTAL JOB FACTORS: Job Location: Primary location is the Head Start facilities in Hernando, Sumter and/or Volusia counties. Occasional travel to other counties. Work Environment: While performing the responsibilities of the position, these work environment characteristics are representative of the environment the employee will encounter. Office environment and working alone and with others frequently. Working with office equipment is frequent. Occasionally outdoors and operates a vehicle. Tue, 28 Apr 2026 08:35:44 -0400 https://alumnijobs.cofc.edu/jobs/rss/22229406/childhood-development-adjunct-faculty-continuous-applicant-pool https://alumnijobs.cofc.edu/jobs/rss/22229406/childhood-development-adjunct-faculty-continuous-applicant-pool Benton Harbor, Michigan, Adjunct Faculty - Childhood Development - Continuous Applicant Pool Posting Number: A0000069 Reports to: Dean, Arts & Sciences Department: Arts and Sciences Education Classification: Full or Part-time: Job Summary: Uses student-centered instruction to sustain the specific courses and curricula mandated by the educational mission and goals of the College. Courses can be held on site at the Benton Harbor, Michigan or any other satellite campuses Essential Functions: 1. Instructs students in assigned classes. 2. Provides academic guidance and counseling to students in cooperation with Student Services Personnel. 3. Maintains academic standards. 4. Prepares course syllabus and outline. 5. Monitors student progress. 6. Keeps adequate and accurate records. 7. Enters final course grades online. Other Duties: Other duties as assigned. Accountabilities: Under the limited supervision of the Dean, Arts & Sciences or Department Chair, each Adjunct faculty member is responsible for satisfying the educational, administrative, and fiscal requirements inherent in their position. Job Specifications: Masters Degree in Early Childhood Education, Child Development, or a closely related field OR a Masters Degree in any field with a minimum of 18 graduate credit hours in Early Childhood Education or Child Development. Equivalent of two (2) years relevant, full time work experience teaching at a childcare facility or Pre-K through Second Grade school setting is required. Preferred qualifications include: the Child Development Associate (CDA), Michigan Youth Development Associate (MI-YDA), Montessori Credential or Michigan Association for Infant Mental Health (MI-AIMH) endorsement. Demonstrated experience supporting diverse populations, including rural and underserved communities. Grade: Salary Range: $61 per contact hour Special Instructions to Applicants: By completing this application, your information will be added to the candidate pool. Should review of your qualifications result in a decision to pursue your candidacy, you will be contacted. Official transcripts for all degrees will be required for immediate receipt upon hire. Adjunct faculty are not employed directly by Lake Michigan College, with a few exceptions based on MSPERS retirement program. All others are employed through Edustaff, LLC. If you are selected for one of these roles, you will be required to complete Edustaffs employment application and on-boarding processes. Monday through Thursday summer work hours may apply to this position. https://www.hlcommission.org/institution/1336/?Action=ShowBasic&Itemid=&instid=1336 Open Date: 04/24/2026 Closing Date: To apply, visit https://lmc.simplehire.com/postings/5629 About Lake Michigan College Lake Michigan College is a community college in southwest Michigan. We have three campuses --two of which are located ten minutes from our namesakes breathtaking shoreline. Like other community colleges, we offer associate degrees, certificates, and even a baccalaureate degree. But what sets us apart from our peers is our seemingly limitless potential and our people - people who care deeply about our regions future and who are committed to student success and exemplary educational programs, strong alignments with both established and emerging industries, and productive partnerships with the communities we serve . Faculty and staff at LMC enjoy excellent benefits and a supportive and friendly work environment. LMC recently received a Capital Outlay grant from the State of Michigan and a new millage from the southwest Michigan community, so the colleges facilities will be getting innovative, sustainable upgrades in the next few years that will contribute to the comfort, productivity and collaborative environment for all employees. Living in Southwest Michigan Southwest Michigan attracts millions of tourists who come for our beaches , wineries , and nationally acclaimed golf courses . But many who visit, choose to stay for our great schools, low cost of living, and high quality of life . LMCs main campus is nestled in a watery and wooded wildlife sanctuary, yet its less than a half-days drive from major metro areas including Chicago, Milwaukee, Detroit, and Indianapolis. Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-005c644a15c9d8448292166f8450837a Sat, 30 May 2026 02:17:36 -0400 https://alumnijobs.cofc.edu/jobs/rss/22210751/school-design-and-ai-senior-coach https://alumnijobs.cofc.edu/jobs/rss/22210751/school-design-and-ai-senior-coach New York, New York, Position Vacancy - School Design and AI Senior Coach (Full-Time) Bank Street Education Center Bank Street College of Education 610 West 112th Street, New York NY 10025 To: The College Community From: Office of Human Resources Date: March 2026 Subject: Position Vacancy - School Design and AI Senior Coach to support the AI Lab and Responsive Design Portfolio within the Bank Street Education Center (the Ed Center) Location: New York, NY (Hybrid) Reports to: Senior Director, AI Strategy & Partnerships Position Summary: Bank Street Education Center seeks a School Design & AI Senior Coach to support schools and educational partners in rethinking teaching, learning, and school design through the thoughtful integration of artificial intelligence and responsive design. This role sits at the intersection of school design, instructional innovation, leadership development, responsive design, and responsible AI implementation. A significant portion of the role will support Bank Street's emerging work with innovative secondary schools to explore how AI can support next-generation school models and help sustain and scale innovative, student-centered teaching and learning. The School Design & AI Senior Coach will partner with school teams and their leadership, as well as internal project teams, to design and facilitate professional learning, support change processes, develop implementation tools and resources, and advance practical, mission-aligned adoption of AI-enabled and responsive design practices. In this role, the successful candidate will serve as a trusted strategic partner to school teams and their leadership, helping them move from curiosity to capacity and from early experimentation to coherent implementation. In addition to project-based and partner-facing work, this role will also contribute to internal, college-wide learning and capacity-building efforts across Bank Street's divisions. Key Relationships: The School Design & AI Senior Coach will report directly to the Senior Director, AI Learning Lab, and will work closely with the Director, AI Integration & Innovation, the Executive Director of Responsive Design, and Bank Street Education Center senior leadership to support the design and implementation of AI Learning Lab priorities and responsive design initiatives. This role will also collaborate with colleagues across the College, school teams and their leadership, external partners, and project stakeholders across the AI Learning Lab and Responsive Design portfolios. Responsibilities: In collaboration with the Senior Director, AI Learning Lab, the AI Learning Lab team, and colleagues across the Responsive Design portfolio and the Bank Street Education Center, the School Design & AI Senior Coach will be responsible for supporting school teams and their leadership, internal colleagues, and external partners through the following key functions: Qualifications: School Design, Coaching & Implementation - Serve as a trusted strategic partner to school teams and their leadership in identifying high-leverage opportunities for AI integration across instruction, operations, planning, and professional learning - Support school teams in moving from exploration and experimentation to coherent, mission-aligned implementation of AI-enabled and responsive design practices - Provide coaching on change management, implementation planning, and responsible AI adoption, including support for school design, redesign, and whole-school integration Support the design of school models, pilot structures, and organizational routines that strengthen sustainable and responsible use of AI Professional Learning & Resource Development - Design and facilitate high-impact professional learning experiences for school and district partners, including workshops, planning sessions, leadership institutes, and collaborative learning experiences - Build foundational AI literacy and help school teams identify practical, mission-aligned entry points for AI integration - Develop practical tools, frameworks, facilitation materials, and implementation resources to support school design, responsive design, and AI integration - Document emerging patterns, lessons learned, and promising practices to strengthen future partner support and internal learning Partnership, Project Management & Cross-School Learning - Build and maintain deep, trusted relationships with school teams, their leadership, and external partners across projects and portfolios - Support planning and coordination for cohort-based learning, school-based engagements, partner communications, and cross-functional project meetings - Bring insights from the field back to the AI Learning Lab and Responsive Design teams to strengthen tools, resources, and future project design - Track coaching interactions, project milestones, and emerging learnings using appropriate tools to support reflection, accountability, and continuous improvement Internal Capacity Building & Cross-Divisional Support - Support internal professional learning, coaching, and capacity-building efforts related to AI across Bank Street's three divisions - Partner with colleagues across the Education Center, School for Children, and Graduate School to build shared understanding of responsible, developmentally grounded, and equity-centered AI use - Collaborate across teams to identify emerging needs and adapt supports as the AI Learning Lab evolves - Perform other responsibilities as assigned in support of the evolving priorities of the AI Learning Lab, Responsive Design portfolio, and the Bank Street Education Center Skills & Knowledge: - Strong understanding of school systems, school design, responsive design, instructional leadership, and organizational change, including experience with school design and redesign processes, ideally in secondary or high school settings - Demonstrated ability to design and facilitate professional learning for adult learners and to coach school teams and their leadership in implementing new practices - Demonstrated AI literacy and hands-on experience using AI tools in educator-facing and organizational contexts, including the ability to apply AI thoughtfully to planning, communication, resource development, professional learning, and operational workflows - Demonstrated ability to support schools and teams in the responsible, strategic, and mission-aligned integration of AI across teaching, learning, and organizational practice - Strong writing, documentation, project management, organization, and communication skills - Strong understanding of and commitment to progressive, whole-child, development-focused education - Proficiency with Google Workspace and other collaboration/documentation tools Experience: - Bachelor's degree in Education, Leadership, Organizational Development, Instructional Technology, or a related field required; Master's degree strongly preferred - Minimum of 8-10 years of relevant professional experience in school leadership, school design/redesign, instructional leadership or coaching, professional learning design, school improvement, and/or educational innovation - Demonstrated experience serving in a school-level leadership role and/or in a senior coaching, consulting, or design role supporting school or system-level change - Demonstrated experience designing or redesigning schools, programs, or instructional models; experience supporting secondary or high school redesign is strongly preferred - Experience with school redesign frameworks and tools, including familiarity with XQ or similar approaches, is strongly preferred Mindsets & Professional Dispositions: - Flexibility in an ambiguous, fast-paced environment with changing priorities and tight deadlines - A collaborative, service-oriented, team-first mindset with strong follow-through and responsiveness - An intersectional, anti-racist lens and strengths-based approach to equity work - A reflective, learner-centered stance that values collaboration and continuous growth Work Schedule & Travel Expectations - This role is designed to support school teams and their leadership, as well as external partners, in ways that are responsive to school and teacher schedules. As a result, occasional evening and/or weekend work may be required - This role may require local and occasional regional travel for site visits, partner meetings, workshops, and other in-person learning experiences Salary Range: $115,000- $135,000 Application Information: - After June 2027, this position is contingent upon the availability of additional funds. - Please apply online by submitting a cover letter and resume for the position in the "Job Opportunities" section on Bank Street's website: bankstreet.edu/job-opportunities - Please address cover letters to: Tracy Fray-Oliver Senior Associate Vice President, Bank Street Education Center Bank Street College 610 West 112th Street New York, NY 10025 - In your cover letter, please include where you came across this job posting. BANK STREET COLLEGE OF EDUCATION IS AN EQUAL OPPORTUNITY EMPLOYER AND DOES NOT DISCRIMINATE ON THE BASIS OF RACE, SEXUAL ORIENTATION ETHNIC ORIGIN, SEX, OR DISABILITY IN ITS EMPLOYMENT POLICIES AND OTHER COLLEGE ADMINISTERED PROGRAMS. Sat, 30 May 2026 02:19:11 -0400 https://alumnijobs.cofc.edu/jobs/rss/22207610/coordinator-of-clinical-experiences https://alumnijobs.cofc.edu/jobs/rss/22207610/coordinator-of-clinical-experiences Saratoga Springs, New York, Coordinator of Clinical Experiences Empire State University is currently seeking a Coordinator for Clinical Experiences to assist with clinical and licensure components of its teacher preparation programs. The Coordinator for Clinical Experiences works with the Assistant Dean and other members of the Clinical Services and Licensure team to assist students and faculty. The position will serve the teacher preparation programs across the university including both undergraduate and graduate students. The successful candidate will be able to interpret state regulations and communicate that information effectively to students, faculty, and others across the university through multiple modes of communication including webinars, presentations, and email. The successful candidate will build relationships with stakeholders across the state to facilitate students' clinical experiences in diverse settings and ensure program and school-based support. This will involve frequent communication with potential placement sites across New York State. Primary responsibilities include: Provide support to the Assistant Dean in partnership management, focus on direct student engagement and assistance, attend meetings, and provide assistance for partnership projects and initiatives. Provide support to the Licensure Coordinator, including assistance in management of student accounts in TEACH, clearing students for clinical placements, and responding to related inquiries. Provide assistance and management for special projects, including external grants and research, to support the College of Education. Support Applied Behavioral Analysis students in their clinical placements and assist with coordinating paperwork and mentor payments. Provide support for Residency students. Provide support and co-lead field supervisor training. Maintain a detailed accounting of student observations with a working spreadsheet to ensure timely submissions for both undergraduate and graduate programs. Maintain detailed accounting of field supervisors, their locations, and workloads. Assign field supervisor workloads each semester. Update and distribute the teacher candidate observation calendar for each semester in collaboration with other Clinical Coordinators. Communicate with students regularly and address questions and concerns related to clinical placements. Assist faculty with identifying the number of field supervisors needed for content areas and assisting with the hiring process. Work with Academic Program Coordinators to assign clinical observations to faculty. Support the use of technology related to clinical supervision as appropriate (Learnscape/Watermark). Create and maintain teacher preparation program materials including handbooks and detailed tracking documents. Participate in program meetings and collaborate with other faculty and staff across the college and university. Develop and participate in webinars for both students and staff related to clinical practices and procedures. Provide weekly office hours for student questions and concerns. Serve as the primary point of contact for students, faculty, and external audiences regarding clinical hours and locations, and assist students with questions about program clinical placements and requirements. Work to identify and verify supervisors per current standards and assist with recruiting and retaining qualified clinical supervisors. Provide ongoing training and support for field supervisors related to standards and expectations, as well as technology. Participate in alumni outreach. Program and department support as needed. Job Requirements: Required Qualifications: Bachelor's degree from a regionally accredited college or university. Prior experience working in Pre-K through 12 or higher education settings. Ability to read and interpret SUNY and NYSED Guidelines and Regulations. Excellent and effective communication and organizational skills. Ability to work within a collaborative environment with diverse populations. Ability to manage multiple tasks concurrently. Preferred Qualifications: Master's degree in education, or a related discipline. Experience with NYS Certification and Licensure processes. Experience working with higher education faculty and staff. Experience working with external partners. Special Information: This position is located in Saratoga Springs, NY. Office hours will vary in accordance with student needs. Periodic evening engagement will also be required. Occasional travel may be required to fulfill department and university-wide commitments. Applicants must be currently authorized to work in the United States on a full-time basis. VISA sponsorship is not available for this position. SUNY Empire provides employees with flexible work options to meet the needs of students, faculty, and staff in a dispersed work environment. Additional Information: Rank/Salary: Senior Staff Assistant, SL3 / $60,00-$63,000, dependent on experience and qualifications. We are pleased to offer our employees an excellent benefit package which includes NYS health insurance, free dental and vision, competitive retirement options, and generous vacation, sick and holiday accruals; and a strong emphasis on work-life balance. We also offer professional-development activities for professionals and support staff. SUNY Empire is an AA/EEO/ADA employer. The University actively seeks applications from women, veterans, individuals with a disability, members of underrepresented groups or anyone that would enrich the diversity of the University. SUNY Empire is committed to fostering a diverse community of outstanding faculty, staff, and students, as well as ensuring equal educational opportunity, employment, and access to services, programs, and activities, without regard to an individual's race, color, national origin, religion, creed, age, disability, sex, gender identity, sexual orientation, familial status, pregnancy, predisposing genetic characteristics, military status, domestic violence victim status, or criminal conviction. Employees, students, applicants, or other members of the university community (including but not limited to vendors, visitors, and guests) may not be subjected to harassment that is prohibited by law or treated adversely or retaliated against based upon a protected characteristic. SUNY Empire provides reasonable accommodations for applicants with disabilities, veterans, or wounded warriors where appropriate. If you would like to request a reasonable accommodation for any part of the application and hiring process, please contact the Office of Human Resources at (518) 587-2100. In accordance with the Title II Crime Awareness and Security Act, a copy of our crime statistics is available upon request by calling (518) 587-2100. It can also be viewed online at our Safety and Security website . To apply, visit http://esc.interviewexchange.com/jobofferdetails.jsp?JOBID=198421 Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-9321b563b9b3a44ebcebed0369d2146c Sat, 30 May 2026 02:17:29 -0400 https://alumnijobs.cofc.edu/jobs/rss/22204890/adjunct-katz-associate-degree-programs https://alumnijobs.cofc.edu/jobs/rss/22204890/adjunct-katz-associate-degree-programs New York, New York, Adjunct - KAP Job No: 498717 Work Type: Faculty Part-time Department: Mordecai and Monique Katz Associate Degree Programs Location: Beren Campus, 245 Lexington Avenue, NY, NY, Wilf Campus, 500 West 185th Street, NY, NY Categories: Education/Teaching Position Summary: The Mordecai and Monique Katz Associate Degree Programs are seeking adjunct instructors to teach college courses. Courses will be given in person at the Beren Campus and/or the Wilf Campus. The program is seeking instructors in the following subjects: Accounting Art History Management Politics Science/Biology Sociology Statistics Position Responsibilities: Teach in person up to 2 courses per semester Office hours, minimal 2 hours weekly Locations: Wilf Campus (185th St & Amsterdam Avenue) and/or Beren Campus (33rd St & Lexington Avenue) Attend up to 2 in-person professional development sessions per semester Submit mid-semester progress reports on each student Complete course Assessment reports Utilize university instructional systems and record systems, including Canvas, Starfish (Yeshiva Success Network), and Banner Experience & Education Background: Master's degree in a related field required; PhD preferred For business subjects, experience applying knowledge in a real-world business environment is required Teaching experience required Skills & Competencies: For business subjects, experience applying knowledge in a real-world business environment is required Teaching experience required Application Instructions: Please submit a CV with your application. Provide the names of two references in your application, a sample syllabus, and a 1-page Teaching Statement. Salary Range: $6,400-$6,400 About Us: Yeshiva University is dedicated to academic excellence, intellectual exploration, and the advancement of timeless values that shape and impact lives. With a rich tradition rooted in Jewish thought and heritage, YU fosters a dynamic learning environment across its undergraduate, graduate, and professional schools. Our mission is to cultivate the next generation of leaders who will contribute meaningfully to society, guided by a commitment to ethics, innovation, and service. Our community extends far beyond the classroom, encompassing thousands of students, faculty, staff, and more than 70,000 alumni and supporters worldwide, all working together to build a brighter future. As a Yeshiva University employee, you will be part of a welcoming, diverse, and intellectually engaging community that values collaboration, excellence, and professional growth. We offer a supportive and stimulating workplace with tangible employee benefits, opportunities for advancement, and a strong sense of purpose. Beyond professional development, YU is committed to ensuring a high quality of life for its employees, offering a work environment that prioritizes well-being, work-life balance, and a culture of mutual respect. Every role at YU contributes to our broader mission of education, research, and societal impact, ensuring that all members of our community-students, faculty, staff, alumni, and friends-are inspired to make a difference. We invite you to bring your talent and passion to YU and join us in shaping the future. Equal Employment Opportunity: Yeshiva University is an equal opportunity employer committed to providing employment opportunities to all employees and candidates without regard to race, color, age, sex, national origin, disability status, or any other characteristic protected by federal, state, or local laws. Application Instructions: To apply, visit https://careers.pageuppeople.com/876/cw/en-us/job/498717/adjunct-kap Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-5a9d5e13f924434cbdcefe85f78d4d2f Sat, 30 May 2026 02:21:35 -0400 https://alumnijobs.cofc.edu/jobs/rss/22199755/part-time-lecturer-information-systems-mgen-college-of-engineering-at-the-roux-institute-portland-maine https://alumnijobs.cofc.edu/jobs/rss/22199755/part-time-lecturer-information-systems-mgen-college-of-engineering-at-the-roux-institute-portland-maine Portland, Maine, Part-Time Lecturer Information Systems, MGEN/College of Engineering at the Roux Institute - Portland, Maine About the Opportunity About the Opportunity The Multidisciplinary Graduate Engineering (MGEN) unit, within the College of Engineering, at the Roux Institute, invites applications for Part-Time Lecturers teaching selected graduate courses f or the multidisciplinary master's degree in Information Systems programs in Portland, Maine. The MGEN unit seeks to produce more effective software engineers and information technology professionals who are substantially more than capable of addressing the ever-evolving needs of digital society in terms of time, cost, and quality. The unit will accomplish this by revolutionizing the way software is designed and evolved over time, based on the belief that software is a systems engineering challenge rather than a coding problem. See website for details of programs: http://www.coe.neu.edu/graduate-school/multidisciplinary Responsibilities : Teach selected graduate courses within the multidisciplinary master's degree programs. See website for details of programs: http://www.coe.neu.edu/graduate-school/multidisciplinary Responsibilities include preparation of lectures, course materials, examinations, and evaluation of student performance in the course. The multidisciplinary master's suite of degree programs at the Roux Institute include: MS in Information Systems focuses on the intersection of cutting-edge technology and business complexity with an emphasis on the art and science of designing intricate software applications especially in the areas of healthcare, security and privacy, auditing and compliance, business improvement and intelligence, as well as financial accountability. Courses include application engineering and development, engineering big-data systems, and engineering secure software systems. MS in Information Systems Bridge is focused for students with non-STEM, non-technical bachelor's degrees that are the knowledge link between business users and technologists by understanding the complexities of both. Students' undergraduate work in the humanities provides them with a unique perspective and approach in developing systems via a socio-technical lens. Students take courses specifically designed to bridge their current professional pursuits with the background and industry knowledge needed to advance in the IT sector. As industries launch into a digitized future, professionals with a clear understanding of how technology can be used to address large societal challenges are in demand. Qualifications: M.S. or Ph.D. in relevant engineering discipline is required; professional work in I.T. or related field and/or teaching experience is required. Must have strong, effective verbal skills to communicate well with students. Position Type Academic Additional Information Northeastern University considers factors such as candidate work experience, education and skills when extending an offer. Northeastern has a comprehensive benefits package for benefit eligible employees. This includes medical, vision, dental, paid time off, tuition assistance, wellness & life, retirement- as well as commuting & transportation. Visit https://hr.northeastern.edu/benefits/ for more information. All qualified applicants are encouraged to apply and will receive consideration for employment without regard to race, religion, color, national origin, age, sex, sexual orientation, disability status, or any other characteristic protected by applicable law. Pay Range: The per credit rate is $2,625 To apply, visit https://northeastern.wd1.myworkdayjobs.com/en-US/careers/job/Portland-ME/Part-Time-Lecturer---Information-Systems--MGEN-College-of-Engineering-at-the-Roux-Institute---Portland--Maine_R131353 Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-ff986631baba5a498dd1be8be2d9ade6 Sat, 30 May 2026 02:49:14 -0400 https://alumnijobs.cofc.edu/jobs/rss/22200211/assistant-associate-professor-of-counselor-education https://alumnijobs.cofc.edu/jobs/rss/22200211/assistant-associate-professor-of-counselor-education Alamosa, Colorado, Position Summary: This is a tenure-track position in a dynamic and productive CACREP accredited digitally-delivered Counseling Program, with the position being on-campus in Alamosa, Colorado. This position is for a generalist in the eight CACREP core areas and five doctoral CACREP areas, as well as the CACREP specialties in clinical mental health counseling, school counseling, and Ph.D. in CES. Responsibilities will include teaching a broad range of courses in the on-campus, and online Masters and Ph.D. programs. Travel, evening, and online course delivery are required. Hard work, initiative, flexibility, and a sense of humor are valued! Mission of the Department The School of Counselor Education prepares counselors with sound practical and relational skills, a comprehensive theoretical knowledge base, a strong counselor identity, and the personal and professional dispositions necessary to work in various professional settings with diverse clientele.   We recognize that women and people of color are often less likely to apply to a position if they don’t match 100% of the job qualifications. Don’t let that be the reason you miss out on this opportunity! We encourage you to apply if you can demonstrate many of these skills and competencies.   Minimum Qualifications Doctorate in Counselor Education at the time of appointment start date   A strong focus on teaching   Demonstrates knowledge of, sensitivity to, and ability to work effectively with, the educational needs of individuals and groups with a diverse range of identities, cultures, backgrounds, and abilities Evidence of responsiveness to and understanding of the racial, socioeconomic, academic, and cultural diversity of Adams State University’s student population, including students with different abilities (e.g. physical and or learning) as these factors relate to the need for equity-minded, inclusive practices within the classroom Demonstrated commitment to honesty, efficacy, and collaboration Active participation in professional organizations Demonstrate the ability to work collaboratively with other academic departments, community agencies, and public schools Show a record of professional scholarship and achievement Ability to perform duties in the position description Adams State University is committed to the development of online courses and programs. The online division of the university is Adams State Online. The university has a comprehensive Academic Instructional Technology Center committed to the support of faculty teaching online. Support includes training in the process of teaching online, Instructional designers to support the development and designing of online courses, and instructional tools to support video lectures, live classrooms, and cloud-based storage for instructional training videos. Successful candidates for this position will be committed to the willingness to develop and teach online courses Ability to treat others with respect, civility, and courtesy and to work honestly, effectively, and collegially with employees, students, and the community. This includes the ability to use appropriate conflict management skills to effectively manage any disagreement that might arise or to bring the disagreement to management for assistance in productive resolution when the situation requires      Preferred Qualifications Ability or experience working with historically under-served and/or underrepresented populations, and first-generation college students Ability or experience in the recruitment and/or retention of underrepresented students, including students of color Commitment to professional development, scholarship, and service to the university and community Demonstrated self-awareness of one's own cultural beliefs, perspectives, and privileges as a part of one's orientation towards teaching Demonstrated decision-making that is informed by research, data, and theory and that leverages students' unique cultures, experiences, and background as strengths Teaching experience and familiarity with online course delivery desirable License eligible in Colorado   Salary and Benefits The pay range for this position is $51,025-70,117 commensurate with experience and education. In addition to salary, Adams State University offers a competitive benefits program including medical, dental, vision, disability insurance, flexible spending accounts, life insurance, and retirement savings plans. For detailed benefits information please visit https://www.adams.edu/hr/benefits/ Opportunities for supplemental contracts may be available.   Location: On-Campus Alamosa, CO   How to Apply:  All interested candidates must submit application materials electronically through Adams State University’s Workday application portal.   No other format of application material will be accepted.   Required Documents Cover letter, curriculum vitae, teaching statement, Informed response, graduate transcripts, and three references.   Completed applications should include the following: A detailed cover letter of application addressing teaching interest/experience as well as how professional interests and goals align with Adams vision and values. We encourage applicants to discuss their commitment to scholarly and/or creative excellence. Additionally, we seek to learn how scholarly excellence is interwoven with their approach to service, teaching, mentoring, and affirming diverse perspectives. Teaching Statement: (include sample course syllabi) in addition to describing your approach to teaching in general, please address the following questions: What do you feel are the best strategies for supporting students who have been historically marginalized in (enter discipline)? What role should faculty play in student success? Informed Response regarding Adam State’s Commitment to People, Place and Perspective. People: An understanding of, and commitment to, the people who study, work, lead and help or have helped shape our university.              Place: An understanding of our university's geographical and historical context within the San Luis Valley region and commitment to the unique opportunities and responsibilities that come with being part of this place. Perspective: An understanding of the intersecting perspectives that define our university’s resilience, grit, strength, and innovation from being a low-income, first-generation, and Hispanic-serving, rural anchor university and commitment to intentionally supporting individuals who possess these characteristics. Please address the following: Your understanding of Adams State’s history, the people who occupy it, and the place in which it is located and how you will contribute to our unique university environment. Articulate how your understanding of our location in the San Luis Valley, with its unique challenges, and its realities, such as scarce resources, rurality, the land and geography, and current and historical occupants will be manifested in your approach to teaching, research, and service. Share your understanding of the unique characteristics that make up our university such as First-Generation, Low-Income, Hispanic Serving, and being a rural anchor university, and how those perspectives influence your role as a faculty member. Please give specific examples from your experiences in the classroom, or in your teaching and mentoring experience(s), or other relevant experiences from your life that inform your perspective(s). References: name, job title, and contact information (email, phone). Graduate transcripts - Copies accepted, official transcripts required upon hire   Application deadline has been extended to 5/5/2026. Review of applications will begin immediately. The position will remain open until filled. Applications received after the priority deadline may be reviewed at the discretion of the search committee. Please contact the search committee chair Maddy Stevens at madeleinestevens@adams.edu Adams State University is committed to building and expanding the talent of its professional staff and actively seeks qualified applicants who bring unique perspectives, experiences, skills, and attributes that can augment the perspectives of our current faculty and staff and can contribute to serving and preparing our students to engage and thrive in their learning, leadership, and service.   We strive to create a more representative workforce that mirrors the people who study, work, and lead our institution and welcome applications from candidates from all walks of life, especially members of communities who fall within state and federally protected classes such as: women, BIPOC, LGBTQ+ individuals, veterans, and people with disabilities.   We value qualified candidates, with varied language skills, who have a record of successful experience with varied communities and student populations, and who have a deep understanding of and commitment to the unique geographical and historical characteristics of the place we are situated in and the intersecting perspectives that define our university being a low-income, first-generation, and Hispanic-serving, rural anchor university. Therefore, we seek individuals committed to intentionally supporting students and colleagues who possess these characteristics through their teaching, service, and scholarship.   The successful candidate will join a campus that is dedicated to inclusive excellence and acknowledges Adams State’s purpose to foster the educational goals of its students and the well-being of the surrounding community. Additional information about the university and the academic mission may be found at www.adams.edu/academics /   Disclosures: In compliance with the Immigration Control Act of 1968 candidates for positions must provide proof of eligibility to work before an offer of employment can be made final. Adams State University is committed to providing a safe and secure environment for its students, faculty, staff and visitors, and to protecting its funds, property and other assets. Well-informed hiring decisions contribute to this effort. Therefore, Adams State University has adopted a policy on background screening for its prospective, continuing, and returning employees as well as students in certain circumstances. Offers of employment will be contingent upon the completion of an acceptable background check. The information received in response to a background check will be treated as confidential to the extent provided for by law.   Title IX of the Education Amendments of 1972 and Part 106 of the Code of Federal Regulations (CFR) prohibits discrimination on the basis of sex, including in admission and employment. Inquiries about the application of Title IX and CFR 106 to Adams State University (ASU) may be directed to ASU's Office of Equal Opportunity, Director Ana Guevara, and/or to the Assistant Secretary for Civil Rights of the Department of Education. Support resources for sexual misconduct, ASU's  sexual misconduct policies, contact information for the Adams State University's Office of Equal Opportunity & Title IX, as well as a detailed  procedure for filing a grievance due to discrimination on the basis of sex may be found online at  https://www.adams.edu/administration/oeo/reporting-sexual-harassment/ .  These  procedures also describe the University's response to reports and/or complaints of sex discrimination or sexual harassment.     Adams State University is an Equal Opportunity/Affirmative Action employer. Applications are sought from all qualified persons regardless of race, color, sex, disability, and, as covered by law, veteran status. In addition, University policies prohibit discrimination on the basis of religion, national origin, ancestry, age, sexual orientation including transgender status and gender expression, marital status, and parental status.     About Adams State University   Adams State University is a state-supported, regional comprehensive university located in the San Luis Valley of Southern Colorado and the city of Alamosa. As the state’s premier Hispanic Serving Institution (HSI) and a Minority Serving Institution (MSI), over 50 percent of its undergraduate students represent racially diverse backgrounds. A high percentage of undergraduate students are first-generation and Pell eligible. The university offers undergraduate programs in the arts and humanities, physical and natural sciences, mechanical engineering and computer science, social sciences, kinesiology, fine arts, business, and nursing, and specializes in educator preparation in several disciplines. Adams State also offers graduate degrees in cultural resource management, public administration, music education, kinesiology, higher education administration and leadership, history, business (MBA), and educator programs, including counselor education; the university also has a doctoral (PhD) program in counselor education. The university has an active athletic program. The Adams State Grizzlies athletic teams compete under the auspices of the Rocky Mountain Athletic Conference (RMAC). ?   Click here to learn more about Adams State and our surrounding areas. Adams State University offers a competitive benefits program including medical, dental, vision, disability insurance, flexible spending accounts, life insurance, and retirement savings plans. For detailed benefits information please visit https://www.adams.edu/hr/benefits/ Opportunities for supplemental contracts may be available. Tue, 14 Apr 2026 12:21:41 -0400 https://alumnijobs.cofc.edu/jobs/rss/22106792/part-time-temporary-faculty-in-educational-leadership-programs https://alumnijobs.cofc.edu/jobs/rss/22106792/part-time-temporary-faculty-in-educational-leadership-programs Edinboro, Pennsylvania, Part-time Temporary Faculty in Educational Leadership Programs Pennsylvania Western University, Edinboro Posting Number: F031P Job Title: Part-time Temporary Faculty in Educational Leadership Programs Job Description: Bargaining Unit: APSCUF Full-Time/Part-Time: FLSA: Salary Range: Position Classification: Department: Educational Leadership & School Psychology Type: Temporary Faculty Job Summary / Basic Function: Teach doctoral and/or graduate educational leadership courses in one or more of the Educational Leadership Programs: Doctor of Education in Educational Administration and Leadership, Superintendent Letter of Eligibility, K-12 Principal, and Supervisor of Special Education. Supervise doctoral capstone courses and/or educational leadership internships. Responsible for maintaining accreditation/licensure materials, responding to program mandates, implementing changes, and coordinating, completing and submitting required national and state accreditation/licensure documents when appropriate. Required Skills, Knowledge & Abilities: Minimum of Education / TrainingRequired Education Summary: Doctorate in Educational Leadership (or a related field) required. PA Certification and minimum of 3 years current K-12 leadership/supervisory experience in schools as principal and/or supervisor and/or superintendent and/or other central office position required. Preferred Qualifications: Candidates with teaching experience in higher education, experience working with diverse populations, and teaching online preferred. Physical Demands: Work Location: Is travel to other PennWest campuses required for this position? If so, how often? Work Hours: Posting Date: Closing Date: Open Until Filled: No Diversity Statement: The Office of Diversity, Equity, and Inclusion is committed to and accountable for cultivating an environment that advances diversity, equity, and inclusion (DEI). We strive to create a community that affirms the identities of every individual and affords them dignity and respect, regardless of difference. ADA Statement: EEO Statement: Pennsylvania Western University of Pennsylvania is committed to equal employment and equal educational opportunities for all individuals regardless of gender, gender identity, race or color, ethnicity, national origin or ancestry, age, mental or physical disability, religion or creed, genetic information, affectional or sexual orientation, veteran status, or other classifications that are protected under Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and other pertinent state and federal laws and regulations. Direct inquiries to the Title IX Coordinator/Director of Equity and Title IX, 423 Becht Hall 16214-1232; Email asalsgiver@pennwest.edu or phone 814-393-2109. Inquiries may also be directed to the Director of the Office for Civil Rights, Department of Education, 330 Independence Avenue, SW, Washington, DC 20201. To apply, please visit https://pennwest.peopleadmin.com/postings/384 jeid-59567b290e283e43a896ea21d7cd9864 Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency Sat, 30 May 2026 02:16:21 -0400 https://alumnijobs.cofc.edu/jobs/rss/22106824/associate-director-of-teacher-certification-and-educational-studies https://alumnijobs.cofc.edu/jobs/rss/22106824/associate-director-of-teacher-certification-and-educational-studies Geneva, New York, Associate Director of Teacher Certification and Educational Studies Hobart William Smith Colleges Location: Geneva, NY Open Date: Oct 20, 2025 Description SUMMARY: The Associate Director of Teacher Certification ildhood Education, Students with Disabilities, Teachers of English to Speakers of Other Languages, and 10 subjects in Adolescent Education), in coordination with the Director of the Teacher Education Program (TEP) and other members of the Educational Studies Department. Responsibilities include using software management tools for record-keeping and data management; and monitoring, analyzing, and reporting to maintain ongoing accreditation and program registration with New York State Education Department (NYSED), US Department of Education (USDOE), and national teacher accreditation entities (e.g., AAQEP). The position also includes identifying, coordinating, and overseeing early field and student teaching classroom placements through networking and coordinating with regional school administrators and teachers; and supporting TEP students and alum as they navigate state teacher certification processes. Additional responsibilities include administrative tasks: compiling, organizing, and maintaining records and materials related to department budget and expenditures, department meetings, program accreditation and curriculum reviews, grants, and other areas of departmental work. The role serves as the department's first point of contact for students, alums, and the HWS community as well as for off-campus inquiries and visitors. RESPONSIBILITIES: Teacher Certification & Data Management Responsibilities Serve as an official liaison regarding NYS teacher certification. Maintain up-to-date TEP student records and complete audits of TEP requirements. Process recommendations to NYSED for teacher certification upon students' successful program completion and graduation. Assist students and alumni with teacher licensure processes, taking NYSTCE exams, and navigating in-state and out-of-state certification. Prepare and file annual reports (e.g., NYSED, Title II, AAQEP) and participate in the preparation of program reviews, accreditation analyses and reports, and other program documentation. Monitor and report to Department about certification requirements and regulations, and other information of note from NYSED, AAQEP, CICU, etc., and help Department respond to changing certifications requirements and regulations, where needed. Teaching Placement Responsibilities Identify placement needs, contact regional schools for TEP students each semester. Ensure the completion of placement pre-requisites and maintain field experience attendance and performance records. Distribute teaching placement information to along with logistical information Work with HWS legal counsel, TEP Director, and school partners, to oversee the development and maintenance of Memorandum of Understandings (MOU) with school partners. Review placement materials and make determinations about whether placements meet TEP requirements. Other Responsibilities: Budget management, including purchasing and account reconciliation Record keeping Effective use of various software, including PeopleSoft, Baseline, Outlook, Word, Excel, 25Live Scheduler, Slate, and teacher certification management programs Building management Scheduling Student employee hiring and supervision Other duties as assigned OTHER INFORMATION: This is a full-time, 10 or 12-month, benefits-eligible, salaried exempt position with benefits, including vacation; paid holidays; sick time and personal days; medical, dental, and vision insurances; long-term disability coverage; life insurance; employee and dependent tuition benefit programs and retirement benefits. Typical campus hours of work are 8:30 a.m. to 5:00 p.m., although some program activities take place before and after the typical workday. This position description is not all-inclusive; other responsibilities may be assigned as needed. Annual salary range is $61,000 - $65,000 for the 12-month position (salary is prorated for 10-month position). Qualifications QUALIFICATIONS: Required: A bachelor's degree in teaching, education, data management, program administration or a related field with at least three years' experience in a related capacity, and strong interpersonal, administrative and technological skills. Ability to organize, multitask, and manage and set priorities with independent judgment. Preferred: Experience with programmatic data management, accreditation and assessment, and information analytics a strong plus. Experience working in a teacher education program or P-12 educational setting is preferred. About HWS A liberal arts and sciences institution, Hobart and William Smith is known for consistent success in preparing students for meaningful lives and fulfilling careers through an outcomes-based focus on their futures. Our nationally ranked faculty are accessible teachers and scholars known for the impact of their research and distinguished by the depth of their mentorship. World challenges are studied in the classroom where critical thinking, problem-solving, and communication skills are honed. In the field, knowledge turns into discovery. In office hours, plans are carefully crafted to tie interests and talents to an academic path that motivates beyond graduation. Our location in the heart of the Finger Lakes allows faculty, staff and students to live and work collaboratively on the banks of a resource-rich lake. Student-athletes play for 30 varsity teams boasting 24 national titles, including the 2023 and 2024 NCAA DIII Men's Ice Hockey Championships. With three graduate programs, students can build on their undergraduate degree with a Master of Arts in Higher Education Leadership, Master of Arts in Teaching, or a Master of Science in Management. Together, the experiences and mentorship at HWS prepare students to lead lives of consequence. Application Instructions For more information and to apply, visit https://apply.interfolio.com/176228 The Colleges are an equal employment opportunity employer and prohibit discrimination and harassment in their programs and activities against employees or applicants based on race (including traits historically associated with race, such as hair texture and protective hairstyles), color, religion, creed, national origin, ancestry, sex (including pregnancy, childbirth, or related medical conditions), gender, gender identity or expression, age, sexual orientation, physical or mental disability, citizenship, genetic information or predisposing genetic characteristics, marital status, familial status, domestic violence victim status, caregiver status, military status, including past, current, or prospective service in the uniformed services, social class, or any other category or characteristic protected by applicable law. Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-e16d7b3525f28e4dba3dacf9c7ef2232 Sat, 30 May 2026 02:21:19 -0400 https://alumnijobs.cofc.edu/jobs/rss/22107302/assistant-professor-of-teacher-education https://alumnijobs.cofc.edu/jobs/rss/22107302/assistant-professor-of-teacher-education Alamosa, Colorado, The School is looking for individuals committed with experience teaching in the P-12 setting. The candidate will teach a wide range of undergraduate and graduate education courses for students seeking licensure in Elementary, Secondary and/or K-12 Education; supervise students in field experience placements; serve in various leadership roles and committees within the School, university and community; apply technology to curriculum and instruction in the teaching and learning process; maintain positive collaboration with local public schools; and maintain involvement in scholarly endeavors and activities A background in mathematics education, early literacy/science of reading, social-emotional learning or trauma-informed practice is required, along with the knowledge and ability to engage in programmatic assessment as it pertains to student learning and program goals and perform other duties as required or assigned. Some travel, evening, weekend, and online course delivery required. Hard work, cultural sensitivity, initiative, flexibility, commitment to authentic professional interaction and a sense of humor are also valued. Anticipated Start Date: August 10, 2026 Mission of the Department The School of Education at Adams State University is dedicated to inspiring and empowering the cultivation of educational Leaders who embrace diversity, facilitate change, and contribute to the learning and inclusion of all students, particularly in rural regions.     Based upon the model of the professional educator as a reflective decision-maker, the school prepares:   Educational leader who actively participate in school improvement, applying the skills necessary to facilitate school reform while fostering collaboration and cooperation amongst multiple stakeholders Competent professionals who seek out and manage resources to support instruction, engage in constructive discourse on a wide range of educational issues, understand and implement state standards, and model best practices Culturally responsive teachers who facilitate learning for all students    Content and Pedagogical preparation includes:  A liberal arts education and content area knowledge in the area of licensure Application of evidence-based theories and strategies of learning and instruction to classroom practice, including: Literacy Colorado content standards-based curriculum Instructional management Formal and informal assessment practices Instructional strategies that address a wide range of learning styles, including effective strategies for linguistically and culturally diverse students The School of Education is authorized by the Colorado State Board of Education to provide licensure and endorsement programs.  All MA degree-seeking candidates must successfully complete a capstone project in order to meet requirements for the degree We recognize that women and people of color are often less likely to apply to a position if they don’t match 100% of the job qualifications. Don’t let that be the reason you miss out on this opportunity! We encourage you to apply if you can demonstrate many of these skills and competencies.  Minimum Qualifications An earned Ph.D. or Ed.D. in Education, from an accredited institution A strong focus on teaching Demonstrates knowledge of, sensitivity to, and ability to work effectively with, the educational needs of individuals and groups with a diverse range of identities, cultures, backgrounds, and abilities Evidence of responsiveness to and understanding of the racial, socioeconomic, academic, and cultural diversity of Adams State University’s student population, including students with different abilities (e.g. physical and or learning) as these factors relate to the need for equity-minded, inclusive practices within the classroom Demonstrated commitment to honesty, efficacy, and collaboration. Experience in education with an emphasis in mathematics education, early literacy/science of reading, social-emotional learning or trauma-informed practice Currency in the field documented by at least 3 years’ experience as a credentialed PK-12 teacher Currency in higher education demonstrated by experience in teacher preparation at undergraduate and graduate levels Quality instructional delivery that is engaging, diverse and addresses multiple learning styles as reflected in positive course evaluations Experience working with and advocating for diverse and underrepresented student populations and a desire to serve in rural areas Participation in professional organizations Record of commitment to community engagement activities Excellent communication and interpersonal skills, with strong leadership capabilities, including a demonstrated commitment to integrity and fairness Knowledge of current pedagogy and significant skill in teaching in an online environment Ability to develop and foster relationships with high school counselors, community college advisors, and college-prep advisors Ability to treat others with respect, civility, and courtesy and to work honestly, effectively, and collegially with employees, students, and the community. This includes the ability to use appropriate conflict management skills to effectively manage any disagreement that might arise or to bring the disagreement to management for assistance in productive resolution when the situation requires Demonstrated initiative in seeking new partners and opportunities for recruitment Experience professionally managing social media accounts Ability to work flexible hours Ability to perform with diplomacy, confidentiality and professionalism  Ability to perform outlined job descriptions Preferred Qualifications Ability or experience working with historically under-served and/or underrepresented populations, and first-generation college students. Ability or experience in the recruitment and/or retention of underrepresented students, including students of color. Commitment to professional development, scholarship, and service to the university and community. Demonstrated self-awareness of one's own cultural beliefs, perspectives, and privileges as a part of one's orientation towards teaching. Demonstrated decision-making that is informed by research, data, and theory and that leverages students' unique cultures, experiences, and background as strengths. Current teaching and/or administrator license Experience in teacher preparation curriculum development, assessment, and program design at both undergraduate and graduate levels Experience in program authorization or accreditation   Salary and Benefits The pay range for this position is $52,060 - $65,070 commensurate with experience and education. In addition to salary, Adams State University offers a competitive benefits program including medical, dental, vision, disability insurance, flexible spending accounts, life insurance, and retirement savings plans. For detailed benefits information please visit https://www.adams.edu/hr/benefits/ Opportunities for supplemental contracts may be available.    How to Apply:  All interested candidates must submit application materials electronically through Adams State University’s Workday application portal. No other format of application material will be accepted. Required Documents Cover letter, curriculum vitae, teaching statement, informed response, graduate transcripts, and three references. Completed applications should include the following: A detailed cover letter of application addressing teaching interest/experience as well as how professional interests and goals align with Adams vision and values.  We encourage applicants to discuss their commitment to scholarly and/or creative excellence. Additionally, we seek to learn how scholarly excellence is interwoven with their approach to service, teaching, mentoring, and affirming diverse perspectives. Curriculum Vitae Teaching Statement: (include sample course syllabi) in addition to describing your approach to teaching in general, please address the following questions: What do you feel are the best strategies for supporting students who have been historically marginalized in (enter discipline)?  What role should faculty play in student success? Informed Response regarding Adam State’s Commitment to People, Place and Perspective. People: An understanding of, and commitment to, the people who study, work, lead and help or have helped shape our university.               Place: An understanding of our university's geographical and historical context within the San Luis Valley region and commitment to the unique opportunities and responsibilities that come with being part of this place. Perspective: An understanding of the intersecting perspectives that define our university’s resilience, grit, strength, and innovation from being a low-income, first-generation, and Hispanic-serving, rural anchor university and commitment to intentionally supporting individuals who possess these characteristics. Please address the following: Your understanding of Adams State’s history, the people who occupy it, and the place in which it is located and how you will contribute to our unique university environment. Articulate how your understanding of our location in the San Luis Valley, with its unique challenges, and its realities, such as scarce resources, rurality, the land and geography, and current and historical occupants will be manifested in your approach to teaching, research, and service. Share your understanding of the unique characteristics that make up our university such as First-Generation, Low-Income, Hispanic Serving, and being a rural anchor university, and how those perspectives influence your role as a faculty member. Please give specific examples from your experiences in the classroom, or in your teaching and mentoring experience(s), or other relevant experiences from your life that inform your perspective(s). Graduate transcripts References: name, job title, and contact information (email, phone). For full consideration, applications should be received by 4/1/206. Review of applications will begin immediately after this date. The position will remain open until filled. Applications received after the priority deadline may be reviewed at the discretion of the search committee. Questions about the position may be directed to Curtis Garcia, PhD, Search Committee Chair curtislgarcia@adams.edu Adams State University is committed to building and expanding the talent of its professional staff and actively seeks qualified applicants who bring unique perspectives, experiences, skills, and attributes that can augment the perspectives of our current faculty and staff and can contribute to serving and preparing our students to engage and thrive in their learning, leadership, and service. We strive to create a more representative workforce that mirrors the people who study, work, and lead our institution and welcome applications from candidates from all walks of life, especially members of communities who fall within state and federally protected classes such as: women, BIPOC, LGBTQ+ individuals, veterans, and people with disabilities. We value qualified candidates, with varied language skills, who have a record of successful experience with varied communities and student populations, and who have a deep understanding of and commitment to the unique geographical and historical characteristics of the place we are situated in and the intersecting perspectives that define our university being a low-income, first-generation, and Hispanic-serving, rural anchor university. Therefore, we seek individuals committed to intentionally supporting students and colleagues who possess these characteristics through their teaching, service, and scholarship. The successful candidate will join a campus that is dedicated to inclusive excellence and acknowledges Adams State’s purpose to foster the educational goals of its students and the well-being of the surrounding community. Additional information about the university and the academic mission may be found at www.adams.edu/academics /   Disclosures: In compliance with the Immigration Control Act of 1968 candidates for positions must provide proof of eligibility to work before an offer of employment can be made final. Adams State University is committed to providing a safe and secure environment for its students, faculty, staff and visitors, and to protecting its funds, property and other assets. Well-informed hiring decisions contribute to this effort. Therefore, Adams State University has adopted a policy on background screening for its prospective, continuing, and returning employees as well as students in certain circumstances. Offers of employment will be contingent upon the completion of an acceptable background check. The information received in response to a background check will be treated as confidential to the extent provided for by law. Title IX of the Education Amendments of 1972 and Part 106 of the Code of Federal Regulations (CFR) prohibits discrimination on the basis of sex, including in admission and employment. Inquiries about the application of Title IX and CFR 106 to Adams State University (ASU) may be directed to ASU's Office of Equal Opportunity, Director Ana Guevara, and/or to the Assistant Secretary for Civil Rights of the Department of Education. Support resources for sexual misconduct, ASU's  sexual misconduct policies, contact information for the Adams State University's Office of Equal Opportunity & Title IX, as well as a detailed  procedure for filing a grievance due to discrimination on the basis of sex may be found online at  https://www.adams.edu/administration/oeo/reporting-sexual-harassment/ .  These  procedures also describe the University's response to reports and/or complaints of sex discrimination or sexual harassment.   Adams State University is an Equal Opportunity/Affirmative Action employer. Applications are sought from all qualified persons regardless of race, color, sex, disability, and, as covered by law, veteran status. In addition, University policies prohibit discrimination on the basis of religion, national origin, ancestry, age, sexual orientation including transgender status and gender expression, marital status, and parental status. Tue, 10 Mar 2026 11:05:03 -0400 https://alumnijobs.cofc.edu/jobs/rss/22081066/part-time-faculty-pool-eops-counselor https://alumnijobs.cofc.edu/jobs/rss/22081066/part-time-faculty-pool-eops-counselor Monterey, California, Monterey Peninsula College (Part-time Faculty Pool) - EOPS Counselor Salary: $67.12 - $81.95 Hourly Job Type: Part-time Instructor Job Number: 2000-00079 Closing: Continuous Location: Monterey Peninsula College and/or Marina Education Center, CA Division: Student Services Description Monterey Peninsula College is currently accepting applications to establish a pool for future part-time teaching assignments in this discipline. Monterey Peninsula Community College District is committed to educational equity for all students, as outlined in the District's Governing Board Goals, Educational Master Plan (Download PDF reader) (Download PDF reader) (Download PDF reader) , Equal Employment Opportunity Plan (Download PDF reader) (Download PDF reader) (Download PDF reader) , and Student Equity Plan (Download PDF reader) (Download PDF reader) (Download PDF reader) . We provide students with a rich and dynamic learning experience that embraces differences-emphasizing collaboration, engaging students in and out of the classroom, and encouraging them to realize their goals and become global citizens and socially responsible leaders. When you join our team at Monterey Peninsula College, you can expect to be part of an inclusive, innovative, and equity-focused community that approaches higher education as a matter of social justice requiring broad collaboration among faculty, classified staff, administration, students, and community partners. Monterey Peninsula College is designated as a Hispanic Serving Institution (HSI) and is an affiliate of the statewide Umoja Community of California Community Colleges. Monterey Peninsula College has a diverse student population that is a reflection of the communities it serves. We value the ability to serve students from a broad range of cultural heritages, socioeconomic backgrounds, genders, abilities, orientations, and intersections of these identities, and others not yet identified. Therefore, we prioritize applicants who demonstrate they understand the benefits diversity brings to a professional educational community. The successful candidate will be an equity-minded individual dedicated to collaborating with faculty, classified staff, administration, students, and community partners who are also committed to closing equity gaps. An equity-minded individual is a person who already does or has demonstrated the desire to: Hold ourselves accountable as educators for closing equity gaps and engaging in equitable practices; Reframe inequities as a problem of practice and view the elimination of inequities as an individual and collective responsibility; Implement positive race-consciousness and embrace human difference; Reflect on institutional and teaching practices and make them more culturally responsive; and Collaborate with colleagues on equity-related initiatives. Monterey Peninsula College seeks employees who value mentorship and working in a collegial, collaborative environment, guided by a commitment to helping all students achieve their educational or career goals. All departments value collaboration across disciplines to create inclusive, integrated, and interdisciplinary learning experiences. Example of Duties POSITION DEFINITION: Under the supervision of the Dean of Career Education and the guidance of the Department, the part-time instructor will provide instruction in accordance with course descriptions, outlines, class schedules, and Governing Board policy; evaluate progress of students concerning educational matters, and perform other instructional related duties as assigned. Instructor may be assigned to the Monterey campus and/or Marina Education Center. Travel required with reimbursement for mileage. DUTIES AND RESPONSIBILITIES: Meet each scheduled class and teach or conduct learning exercises for the entire period. Contact the appropriate division chair or administrator in advance to make arrangements for unavoidable absences. Provide each student at the beginning of the course with written information about the course, to include a full description of the grading system and how the student will be evaluated. Accurately keep required class records on attendance, withdrawal and grading. Submit when due, all necessary reports such as attendance and grade reports, roll books, and class information sheets, and certify as to their accuracy. Comply with all institutional policies and procedures. Give careful attention to all bulletins, memorandums and emails from administrative offices. Check faculty mailbox and MPC email frequently. Demonstrate an understanding of, sensitivity to, and appreciation for the diverse academic, socio-economic, cultural, disability, gender identity, sexual orientation and ethnic backgrounds of community college students and staff. Qualifications Master's degree in counseling, rehabilitation counseling, clinical psychology, counseling psychology, guidance counseling, educational counseling, social work, or career development, or the equivalent, AND EOPS counselors hired after October 24, 1987, shall: Have completed a minimum of nine semester units of college course work predominantly relating to ethnic minorities or persons handicapped by language, social, or economic disadvantages -OR- Have completed six semester units or the equivalent of a college-level counseling practicum or counseling field-work courses in a community college EOPS program, or in a program dealing predominantly with ethnic minorities or persons handicapped by language, social, or economic disadvantages AND In addition, an EOPS counselor hired after October 24, 1987, shall have two years of occupational experience in work relating to ethnic minorities or persons handicapped by language, social, or economic disadvantages. OR The equivalent. ( Equivalency Form must be submitted for consideration) AND a sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students. Work Schedule / Supplemental Information During the application process, you will be asked to submit the following items: Cover Letter Resume Transcripts We require unofficial copies showing all undergraduate and graduate coursework. Official copies will be required at the time of hire. Foreign transcripts must be evaluated by the applicant's expense. Click here for a list of Foreign Transcript Evaluation Services. Equivalency Form (optional, based on minimum qualifications) If you do not meet the minimum qualifications listed in the job announcement, but you believe you possess minimum qualifications that are equivalent, you will need to complete an Equivalency Form. Please do not upload any items not listed above (such as letters of recommendation), as they will not be forwarded to the hiring committee. Teaching assignments are part-time and temporary in nature. The District retains the right of assignment. Assignments are subject to Governing Board approval, adequate enrollment size, and assignment to a contract instructor. Offer and assignment of employment is subject to verification of all information provided on the employment application, credentials, transcripts, TB clearance, and fingerprint check as required. Monterey Peninsula College actively seeks a diverse pool of applicants interested in working in an environment which values flexibility, openness to change, collaboration, respect for others and their points of view, and involvement in College activities, all with the goal of meeting the needs of our diverse student population. The District does not discriminate on the basis of ethnicity, national origin, ancestry, sex, religion, marital status, disability, or sexual orientation in any of its policies, practices, or procedures. The District is an equal opportunity employer. The policy of the District is to encourage applications from all persons. No person shall be denied employment because of ethnicity or race, color, sex or gender, gender identity, age, religion, marital status, disability, sexual orientation, national origin, medical conditions, status as a Vietnam-era veteran, ancestry, or political or organizational affiliation. To apply, visit https://www.schooljobs.com/careers/mpc/jobs/1292658/part-time-faculty-pool-eops-counselor Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-c93af10cb94d8a4a916e74ac825df92e Sat, 30 May 2026 02:26:32 -0400 https://alumnijobs.cofc.edu/jobs/rss/22081116/part-time-faculty-pool-disabled-student-program-services-counselor https://alumnijobs.cofc.edu/jobs/rss/22081116/part-time-faculty-pool-disabled-student-program-services-counselor Monterey, California, Monterey Peninsula College (Part-time Faculty Pool) Disabled Student Program Services Counselor Salary: $69.14 - $94.12 Hourly Job Type: Part-time Instructor Job Number: 2018-000175 Closing: Location: Monterey Peninsula College and/or Marina Education Center, CA Division: Student Services Description Monterey Peninsula College is currently accepting applications to establish a pool for future part-time teaching assignments in this discipline. Monterey Peninsula Community College District is committed to educational equity for all students, as outlined in the District's Governing Board Goals , Educational Master Plan , Equal Employment Opportunity Plan , and Student Equity Plan . We provide students with a rich and dynamic learning experience that embraces differences-emphasizing collaboration, engaging students in and out of the classroom, and encouraging them to realize their goals and become global citizens and socially responsible leaders. When you join our team at Monterey Peninsula College, you can expect to be part of an inclusive, innovative, and equity-focused community that approaches higher education as a matter of social justice requiring broad collaboration among faculty, classified staff, administration, students, and community partners. Monterey Peninsula College is designated as a Hispanic Serving Institution (HSI) and is an affiliate of the statewide Umoja Community of California Community Colleges. Monterey Peninsula College has a diverse student population that is a reflection of the communities it serves. We value the ability to serve students from a broad range of cultural heritages, socioeconomic backgrounds, genders, abilities, orientations, and intersections of these identities, and others not yet identified. Therefore, we prioritize applicants who demonstrate they understand the benefits diversity brings to a professional educational community. The successful candidate will be an equity-minded individual dedicated to collaborating with faculty, classified staff, administration, students, and community partners who are also committed to closing equity gaps. An equity-minded individual is a person who already does or has demonstrated the desire to: Hold ourselves accountable as educators for closing equity gaps and engaging in equitable practices; Reframe inequities as a problem of practice and view the elimination of inequities as an individual and collective responsibility; Implement positive race-consciousness and embrace human difference; Reflect on institutional and teaching practices and make them more culturally responsive; and Collaborate with colleagues on equity-related initiatives. Monterey Peninsula College seeks employees who value mentorship and working in a collegial, collaborative environment, guided by a commitment to helping all students achieve their educational or career goals. All departments value collaboration across disciplines to create inclusive, integrated, and interdisciplinary learning experiences. Example of Duties The successful candidate will provide academic, vocational, and disability management counseling for students with disabilities in the Access Resource Center (ARC) at Monterey Peninsula College. Additionally, this individual may conduct workshops related to self-advocacy, disability management, and student success. Assignments may include both day and evening hours at the Monterey campus or Marina Education Center. Under the supervision of the area Dean and the guidance of the Department, the part-time instructor will provide instruction in accordance with course descriptions, outlines, class schedules, and Governing Board policy; evaluate progress of students concerning educational matters, and perform other instructional related duties as assigned. Instructor may be assigned to the Monterey campus and/or Marina Education Center. Provide academic, vocational and disability-management counseling to students with a variety of disabilities. Perform counseling activities including initial interviews, general assessment, collection and certification of disability verification documentation, advisement, development of educational plans, registration assistance, and maintenance of ARC (DSPS) student files in compliance with state and federal regulations. Facilitate the provision of support services and accommodations. develop and/or monitor ARC (DSPS) Academic Accommodation Plan. Be familiar with assistive technology and alternate media in order to make recommendations for student accommodations. Make appropriate referrals to on-campus and community resources. Work with appropriate personnel to meet the requirements of laws pertaining to access for persons with disabilities in higher education. Maintain liaison with educational and community-based organizations, including the Department of Rehabilitation, for ongoing referral. Conduct student outreach, recruitment, and retention activities. Consult and problem-solve with staff/faculty on disability-related matters and student educational issues. Advocate for students with disabilities as appropriate Participate in department, division and campus meetings. participate in ARC program review processes. Participate in the development and achievement of ARC program student learning outcomes. Represent students with disabilities in college activities Demonstrate an understanding of, sensitivity to, and appreciation for the diverse academic, socio-economic, cultural, disability, gender identity, sexual orientation and ethnic backgrounds of community college students and staff. Qualifications Possession of a master's degree, or equivalent foreign degree, in rehabilitation counseling, OR Possession of a master's degree, or equivalent foreign degree, in special education, and twenty four or more semester units in upper division or graduate level course work in counseling, guidance, student personnel, psychology, or social work; OR A master's degree in counseling, guidance, student personnel, psychology, career development, or social welfare; and either twelve or more semester units in upper division or graduate level course work specifically in counseling or rehabilitation of individuals with disabilities, or two years of full-time experience, or the equivalent, in one or more of the following; Counseling or guidance for students with disabilities; or Counseling and/or guidance in industry, government, public agencies, military or private social welfare organizations in which the responsibilities of the position were predominantly or exclusively for persons with disabilities. OR The equivalent. ( Equivalency Forms must be submitted for consideration) AND a sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students. Desirable Qualifications Experience with or ability to provide counseling services for students with disabilities at the community college level. Experience with or the ability to teach specialized courses for students with disabilities at the community college level (Learning Skills courses or the equivalent). Experience with or ability to conduct workshops and program presentations about DSPS. Willingness and ability to work cooperatively with colleagues on matters promoting services for students with disabilities and the ARC Program. Work Schedule / Supplemental Information During the application process, you will be asked to submit the following items: Cover Letter Resume Transcripts We require unofficial copies showing all undergraduate and graduate coursework. Official copies will be required at the time of hire. Foreign transcripts must be evaluated by the applicant's expense. Click here for a list of Foreign Transcript Evaluation Services. Equivalency Form (optional, based on minimum qualifications) If you do not meet the minimum qualification listed in the job announcement, but you believe you possess minimum qualifications that are equivalent, you will need to complete an Equivalency Form . Please do not upload any items not listed above (such as letters of recommendation), as they will not be forwarded to the hiring committee. Teaching assignments are part-time and temporary in nature. Assignments are subject to Governing Board approval, adequate enrollment size, and assignment to a contract instructor. Offer and assignment of employment is subject to verification of all information provided on the employment application, credentials, transcripts, fingerprint check, and tuberculosis examination as required. Work Schedule As arranged during Access Resource Center hours of operation: M-TH 8:00am - 5:00pm F 8:00am - 12:00pm Evening hours may be arranged as needed. Monterey Peninsula College actively seeks a diverse pool of applicants interested in working in an environment which values flexibility, openness to change, collaboration, respect for others and their points of view, and involvement in College activities, all with the goal of meeting the needs of our diverse student population. The District does not discriminate on the basis of ethnicity, national origin, ancestry, sex, religion, marital status, disability, or sexual orientation in any of its policies, practices, or procedures. The District is an equal opportunity employer. The policy of the District is to encourage applications from all persons. No person shall be denied employment because of ethnicity or race, color, sex or gender, gender identity, age, religion, marital status, disability, sexual orientation, national origin, medical conditions, status as a Vietnam-era veteran, ancestry, or political or organizational affiliation. To apply, visit https://www.schooljobs.com/careers/mpc/jobs/1822447/part-time-faculty-pool-disabled-student-program-services-counselor Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-a456381f201d7b4a8fdd3189074cf050 Sat, 30 May 2026 02:26:32 -0400 https://alumnijobs.cofc.edu/jobs/rss/22081130/substitute-pool-early-childhood-education-teacher https://alumnijobs.cofc.edu/jobs/rss/22081130/substitute-pool-early-childhood-education-teacher Monterey, California, Monterey Peninsula College Substitute Pool - Early Childhood Education Teacher Salary: $27.34 - $30.17 Hourly Job Type: Part Time Job Number: 2025-00003 Closing: Location: Monterey, CA Division: Student Services Description Monterey Peninsula Community District is committed to achieving educational equity for all students as outlined in the District's Governing Board Goals, Educational Master Plan, Equal Employment Opportunity Plan, and Student Equity Plan. We provide students with a rich and dynamic learning experience that embraces differences - emphasizing collaboration, engaging students in and out of the classroom, and encouraging them to realize their goals and become global citizens and socially responsible leaders. When you join our team at Monterey Peninsula College, you can expect to be part of an inclusive, innovative, and equity-focused community that approaches higher education as a matter of social justice requiring broad collaboration among faculty, classified staff, administration, students, and community partners. Monterey Peninsula College is designated as a Hispanic Serving Institution (HSI) and is an affiliate of the statewide Umoja Community of California Community Colleges. Monterey Peninsula College has a diverse student population that is a reflection of the communities it serves. MPC serves approximately 18,789 students (for the 2023-24 year). MPC's comprehensive curriculum and student services are designed to meet the needs of a diverse student body and include transfer, career and technical education, basic skills, and continuing education offerings. We value the ability to serve students from a broad range of cultural heritages, socioeconomic backgrounds, genders, abilities, and orientations. Therefore, we prioritize applicants who demonstrate they understand the benefits diversity brings to a professional educational community. The successful candidate will be an equity-minded individual committed to collaborating with faculty, classified staff, administration, students, and community partners who are also committed to closing equity gaps. An equity-minded individual is a person who already does or has demonstrated the desire to: (1) Understand the importance of holding ourselves accountable as educators for closing equity gaps and engaging in equitable practices; (2) Reframe inequities as a problem of practice and view the elimination of inequities as an individual and collective responsibility; (3) Encourage positive race-consciousness and embrace human difference; (4) Reflect on institutional and teaching practices and aim to make them more culturally responsive; and (5) Strategically build buy-in and participation among colleagues for equity-related initiatives. Monterey Peninsula College seeks employees who value mentorship and working in a collegial, collaborative environment, guided by a commitment to helping all students achieve their educational goals. All departments strongly encourage collaboration across disciplines to create inclusive, integrated, and interdisciplinary learning experiences. College faculty are expected to be knowledgeable about, and willing to use, different learning and teaching methods appropriate to the students they serve. JOB SUMMARY Under general supervision, the Early Childhood Education (ECE) Teacher promotes active learning by planning and implementing developmentally appropriate learning experiences for two (2) to five (5) year old children in the Lab School; works as a member of the instructional team to plan and implement curriculum and programs; sets daily learning, teaching objectives and lesson plans; performs student developmental assessments conducts conferences with parents/guardians; assists in creating an environment where students and volunteers can acquire necessary skills and gain field experience. A director provides general supervision, while some guidance may be provided by an ECE Master Teacher. DISTINGUISHING CHARACTERISTICS An ECE Teacher is distinguished from an ECE Master Teacher I and II in that an incumbent in the latter classes require a Child Development Master Teacher Permit requiring additional education and experience, and in addition, the ECE Master Teacher II requires a Child Development Site Supervisor Permit. Master Teachers are responsible for higher level tasks including curriculum development and mentorship of college students, volunteers, and student workers. Example of Duties ONLY UNDER GUIDANCE Observe and mentor college students or volunteers (May assist with supervision but should not lead formal evaluations or feedback.) Conduct DRDP assessments or formal developmental evaluations (May contribute observational notes but should not submit official assessments unless authorized) Write formal developmental summaries or identify curriculum changes (Can support documentation but should defer final reporting and curriculum decisions to permanent staff.) Hold parent conferences or initiate formal communication about child progress May follow existing IEP/IFSPs or behavior support plans with guidance but should not modify or initiate interventions. Not expected to represent the program in official capacities such as tabling, marketing efforts. DUTIES AND RESPONSIBILITIES The duties listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related or a logical assignment to this class. Develops and provides a safe, encouraging and nurturing learning environment with developmentally-appropriate instruction and activities; fosters growth and encourages problem solving in preschool children to allow healthy physical, emotional, social and cognitive development at individual pace and developmental stage. Establishes classroom routines, activities, and supervised play activities; develops and implements daily lesson plans and activities; integrates children's interests, cultural and linguistic backgrounds and experiences into curriculum, learning materials; and environments. Provides developmentally-appropriate instruction to children on hygiene procedures as necessary; performs personal care related duties as necessary including but not limited to facilitating toilet training, toileting and diapering; follows universal health precautions; follows a written plan for dealing with blood or bodily fluid spills. Assists instructional team in ensuring the smooth operation, organization and maintenance of lab classrooms and environments, kitchen, playground, indoor and outdoor storage areas and offices to meet regulatory agency guidelines and align with best practices in health and safety for early childhood environments. Assists ECE Master Teachers in observing and mentoring ECE Practicum Students, college students studying nursing, behavioral sciences, or other related fields, volunteers implementing literacy programs, and other volunteers approved by the College; provides feedback and reports to an ECE Master Teacher upon request. Conducts California Desired Results Development Plan (DRDP), and other required developmental and program assessments; analyzes child progress and reports for inclusion in official observations and assessments following regulatory agency or grantor (e.g.; DRDP) requirements. Writes objective developmental descriptions for children based on observation and recording; records and maintains up-to-date records on children and/or families in appropriate systems; uses assessment data to identify changes in curriculum and children for early interventions and testing. Conducts and records daily health assessments for each assigned child. Communicates regularly with parents/guardians; coordinates, prepares for, and holds conferences with parents/guardians on the progress of their child(ren), including but not limited to information on social-emotional development, language and literacy, mathematics, and English-language development. Receives information from specialists (i.e.; Behavior support specialist) pertaining to the physical, cognitive and behavioral needs of enrolled children; cooperates and participates with specialists and other professionals to assess and adapt practices to meet their individual needs; appropriately manages children's behaviors; implements behavior support plans, Individual Education Plans (IEPs) or Individualized Family Service Plans (IFSPs) as required. Attends program-related meetings, trainings, and conferences; meets with instructional team and program director; attends required parent meetings and Lab School events. Participates physically with children in activities as needed. Assists instructional team in preparing and serving breakfasts, snacks, and drinks; in absence of food service staff prepares and serves lunch following set menu; assists with recording accurate meal counts. Washes, cleans, and stores kitchen equipment, dishes, utensils, and related items; assists in maintaining kitchen and serving areas in a clean sanitary condition throughout school day. Follows procedures for reporting child abuse as mandated by law. Assists instructional team to ensure adequate resources and supplies are available to meet classroom educational requirements and ECE Lab School licensing regulations. Demonstrates an understanding of, sensitivity to, and appreciation for the diverse academic, socio- economic, cultural, disability, gender identity, religious, sexual orientation, and ethnic backgrounds of students and staff attending or working on a community college campus. OTHER DUTIES Performs other job-related duties as assigned. Qualifications Required Education and Experience A valid California Commission on Teacher Credentialing Child Development Teacher Permit which can be earned via one of the following options or a higher level teaching permit. Option 1: 24 semester units of ECE or child development including three (3 ) core areas; AND 16 semester units in general education; AND 175 days of experience in last four (4 ) years. Option 2: Associate's Degree or higher in ECE or child development; AND Three (3) semester or four (4) quarter units of supervised field experience. Term and Renewal: Must possess and maintain the Child Development Teacher Permit, which is issued for five (5) years and is renewable for successive five (5) year periods upon completion of the required number of hours of professional growth, including the required minimum number of hours per year of documented activity. Must possess and maintain a profile on the California Early Care and Education Workforce Registry. Licenses and Special Requirements Valid Pediatric CPR and Pediatric First Aid certificates. Completion of 15 hours of training in preventive health practices, including pediatric CPR and pediatric First Aid within the first 60 days of employment is required. Valid Food Handler's Certificate per the California Retail Food Code within 15 days of employment. Completion of the Basic Integrated Pest Management Training for Schools & Classrooms within 15 days of employment. Desirable Education and/or Experience Associate's degree or higher level education in child development or early childhood education. Successful completion of an ECE Practicum. Previous experience working with children ages two (2) to five (5) years. Knowledge of: Principles and practices of child development and early childhood education. Curriculum and program requirements for children in child development program. Developmental assessment processes and methods for implementing, analyzing and reporting on developmental progress of children (e.g.; DRDP). Ethical standards and best practices as outlined by the National Association for the Education of Young Children (NAEYC) regarding developmentally appropriate practice, accreditation standards, guidelines and best practices. California Titles 5 and 22 licensing requirements and associated compliance requirements. Family Education Rights and Privacy Act (FERPA) and other applicable state and federal laws, rules, regulations, and policies. Health and safety regulations for childcare, safety policies, and safe work practices, and Universal Health Precautions. Correct English usage, including spelling, grammar, and punctuation. Modern office practices, procedures and equipment. Basic computer software (e.g.; Word, Excel) sufficient to maintain records and reports; program related software and databases including DRDP. Basic understanding of safe food handling and preparation. Cleaning and sanitation methods and techniques. Ability to: Implement compliance requirements, rules, regulations, and policies under Titles 5 and 22 and FERPA; implement best practices, accreditation standards, and guidelines of the NAEYC. Learn, interpret, explain and apply applicable rules, regulations, policies and procedures, laws, codes and ordinances. Develop and implement early childhood education curriculum that meets the developmental needs and interests of enrolled children. Provide work direction and technical support to ECE Practicum Students, other college students, volunteers, and student workers. Demonstrate an understanding of, sensitivity to, and appreciation for, the academic, ethnic, socio-economic, disability and gender diversity of students and staff attending or working on a community college campus and of the children enrolled in the ECE Lab School. Establish and maintain cooperative and effective working relationships with those contacted in the course of work. Learn and implement proper methods of preparing, heating, serving, storage and handling of a variety of simple food items while operating conventional kitchen appliances and equipment safely and effectively. Properly use and care for conventional kitchen appliances, equipment, and utensils. Follow applicable health and sanitation requirements for food service. Physical Effort Physical, mental and emotional stamina to perform the duties and responsibilities of the position. Light to moderate physical effort Manual dexterity sufficient to write, use telephone, and operate classroom, lab, and kitchen equipment. Vision sufficient to read printed materials and to see at a distance. Hearing sufficient to conduct in person conversations with children and adults. Speaking ability in an understandable voice with sufficient volume to be heard in normal conversational distance, on the telephone, and in addressing groups. Physical agility to push/pull, squat, twist, turn, bend, stoop, reach overhead and run after a child in an emergency situation. Physical mobility sufficient to move rapidly about the work environment on varied surfaces indoors and outdoors and to respond to emergency situations. Physical stamina sufficient to sit in a child's chair, squat at children's eye level for prolonged periods of time and to stand or walk for prolonged periods of time. Physical, mental, and emotional tolerance to be exposed to noise generated by children in an enclosed environment Mental acuity to collect and interpret data, evaluate, reason, define problems, establish facts, draw valid conclusions, and make valid judgments and decisions Periodic handling and lifting ofup to 50 pounds without assistance Work Environment Indoor environment including classrooms and center kitchen. Outdoor environment including playground with periodic exposure to environmental extremes. Hazards Exposure to infectious diseases and respiratory infections. Exposure to bodily fluids and bloodborne pathogens. Exposure to burns from hot surfaces, chemicals, and sharp objects while working in the center kitchen. Exposure to disinfectants, sanitizers, cleaning agents, as well as arts and crafts materials. May encounter slips and falls on steep, slippery walkways in outdoor yard areas. Work Schedule / Supplemental Information Salary $27.34 - $30.17 Hourly, 29 hours per week *Management reserves the right to change schedules as needed Term of Assignment : It will depend upon the assignment. How to Ap p ly Visit www.mpc.edu/employment and select 'classified and other positions.' Here you will find the announcement and the 'apply' button in the upper right-hand corner. You will be asked to log in or create a new user account. Complete all required fields of the application AND: Attach a .pdf of your cover letter, which describes your interest in and qualifications for the position. AND Attach a .pdf of your resume Only items listed above will be reviewed by the screening committee. Human Resources does not accept additional materials such as: letters of reference, test scores from other institutions, certificates of courses/programs completed, letters of commendation from schools with your application. Such items, if included, will not be forwarded to the selection committee. If you are a finalist, HR will request any reference information that is required. Monterey Peninsula College reserves the right to close or continue the recruitment at any time. For questions or concerns, please contact: Recruitment@mpc.edu CONDITIONS OF EMPLOYMENT Offers of employment are contingent upon Governing Board approval. Employment with Monterey Peninsula College is not complete or official until applicants meet all pre employment requirements. All new employees are required to submit proof of freedom from tuberculosis and proof of eligibility to work in the United States. Employees must sign the Oath of Affirmation of Allegiance, and submit fingerprints. The District is an equal opportunity employer. The policy of the District is to encourage applications from all persons. No person shall be denied employment because of ethnicity or race, color, sex or gender, gender identity, age, religion, marital status, disability, sexual orientation, national origin, medical conditions, status as a Vietnam era veteran, ancestry, or political or organizational affiliation. To apply, visit https://www.schooljobs.com/careers/mpc/jobs/5006540/substitute-pool-early-childhood-education-teacher Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-f4d8d76fadd2dc45b3a4ea01dac9755f Sat, 30 May 2026 02:26:32 -0400 https://alumnijobs.cofc.edu/jobs/rss/22081208/university-mentors-pk-3-fall-2026 https://alumnijobs.cofc.edu/jobs/rss/22081208/university-mentors-pk-3-fall-2026 Merced, California, University Mentors- PK-3 (Fall 2026) University of California Merced Position overview Position title: University Mentor Salary range: Candidate Mentoring: $600.00 per candidate Additional Site Stipend: $100.00 per additional school site (applies when three or more observations are completed at that site and duties include more than one location) Anticipated start: As early as August 2026 for fall of 2026 Position duration: Fall 2026 Application Window Open date: February 25, 2026 Next review date: Monday, Mar 16, 2026 at 11:59pm (Pacific Time) Apply by this date to ensure full consideration by the committee. Final date: Saturday, Aug 1, 2026 at 11:59pm (Pacific Time) Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled. Position description The UC Merced Teacher Preparation Program (TPP) invites qualified applicants to apply for the role of University Mentor to support teacher candidates in the PK-3 Early Childhood Education (ECE) Specialist Instruction Credential Program. Mentors play a critical role in supervising and supporting the development of future PK-3 educators aligned with California Commission on Teacher Credentialing (CTC) standards and Teaching Performance Expectations (TPEs). KEY RESPONSIBILITIES Provide a minimum of six formal observations per semester for each assigned teacher candidate in clinical placements. Observations must be aligned to the PK-3 ECE TPEs and may include in-person, video-captured, or synchronous formats with archived feedback. Conduct weekly communication with candidates (via email, phone, Zoom, or in person). Maintain consistent communication with cooperating teachers and site administrators, promoting a shared understanding of program expectations. Evaluate candidates' pedagogical performance in accordance with PK-3 ECE TPEs, providing formative feedback and documenting candidate progress. Attend mandatory program orientation, mentor trainings, and calibration meetings (minimum two per semester). Ensure that clinical sites demonstrate developmentally, culturally, and linguistically appropriate practices, as well as robust support for English learners and children with disabilities. Submit timely reports and documentation as required by the Teacher Preparation Program. Collaborate with UC Merced PACE staff (including the Program Director, Associate Director, and Credential Analyst) to address candidate needs, remediation, or concerns. ADDITIONAL REQUIREMENTS Must comply with the UC SARS-CoV-2 (COVID-19) Vaccination Policy Willingness to travel within a 50-mile radius of Merced Ability to meet all CTC documentation and evaluation deadlines Program : https://teacherprep.ucmerced.edu/ Qualifications Basic qualifications Valid California Clear Credential (or terminal degree in education or related field). Minimum of five years of PK-3 or TK-3 teaching experience. Recent experience in California school settings aligned with adopted content standards and frameworks. Qualifications of faculty and other instructional personnel must include, but are not limited to: Current knowledge of the content relevant to early childhood and PK-3 instruction. Knowledge of the current context of public schooling, including California's adopted P-12 content standards, frameworks, and accountability systems. Knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation. Demonstration of effective professional practices in teaching and learning, scholarship, and service Additional qualifications Must comply with the UC SARS-CoV-2 (COVID-19) Vaccination Policy Willingness to travel within a 50-mile radius of Merced Ability to meet all CTC documentation and evaluation deadlines Preferred qualifications Experience supervising or mentoring pre-service teachers. Familiarity with developmentally appropriate practices, culturally responsive pedagogy, and early literacy instruction as outlined in Program Standard 7. Training in adult learning theory, cognitive coaching, and current content-specific pedagogy. Comfort with digital observation tools and feedback system Application Requirements Document requirements Curriculum Vitae - Your most recently updated C.V. Statement of Teaching Authorization to Release Information Form - As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct. 'Misconduct' means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination, as defined by the employer. Please complete, sign, and upload the required Authorization of Information Release to your application: Required Authorization of Information Release Form . Unofficial Transcripts - Highest level of completion Reference requirements 3 required (contact information only) Apply link: https://aprecruit.ucmerced.edu/JPF02082 Help contact: aprecruit@ucmerced.edu About UC Merced As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct. 'Misconduct' means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination, as defined by the employer. Please complete, sign, and upload the required Authorization of Information Release to your application: Required Authorization of Information Release Form . Candidates must possess valid authorization to work in the United States. UC Merced is not currently able to sponsor individuals residing outside the United States who would require a new H-1B visa for employment. Applicants who do not hold valid U.S. work authorization are presently ineligible for this position. Additional links: UC Sexual Violence and Sexual Harassment Policy , the UC Anti-Discrimination Policy , and APM 035: Affirmative Action and Nondiscrimination in Employment . The University of California, Merced, is the newest of the University of California system's 10 campuses. Ranked as one of the best public universities in the nation by U.S. News and World Report and recently designated as an R1 institution by Carnegie, UC Merced is committed to innovation and excellence in research. With over 9,000 undergraduate and graduate students (Center of Institutional Effectiveness) , UC Merced provides outstanding, inclusive educational opportunities to highly qualified students from the heart of California, the nation, and abroad. The campus has special connections to nearby Yosemite National Park; is on the cutting edge of sustainability in construction and design; and supports the economic development of Central California. The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law. As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements. This includes the University of California Policy on Vaccination Programs . Job location Merced, CA To apply, please visit: https://aprecruit.ucmerced.edu/JPF02082 Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-3ce332c5fa0ac24292c481b0c5421743 Sat, 30 May 2026 02:48:55 -0400 https://alumnijobs.cofc.edu/jobs/rss/22081129/substitute-pool-early-childhood-education https://alumnijobs.cofc.edu/jobs/rss/22081129/substitute-pool-early-childhood-education Monterey, California, Monterey Peninsula College Substitute Pool - Early Childhood Education Associate Teacher Salary: $24.78 - $27.34 Hourly Job Type: Job Number: 2025-00002 Closing: Location: Monterey, CA Division: Student Services Description Monterey Peninsula Community District is committed to achieving educational equity for all students as outlined in the District's Governing Board Goals, Educational Master Plan, Equal Employment Opportunity Plan, and Student Equity Plan. We provide students with a rich and dynamic learning experience that embraces differences - emphasizing collaboration, engaging students in and out of the classroom, and encouraging them to realize their goals and become global citizens and socially responsible leaders. When you join our team at Monterey Peninsula College, you can expect to be part of an inclusive, innovative, and equity-focused community that approaches higher education as a matter of social justice requiring broad collaboration among faculty, classified staff, administration, students, and community partners. Monterey Peninsula College is designated as a Hispanic Serving Institution (HSI) and is an affiliate of the statewide Umoja Community of California Community Colleges. Monterey Peninsula College has a diverse student population that is a reflection of the communities it serves. MPC serves approximately 18,789 students (for the 2023-24 year). MPC's comprehensive curriculum and student services are designed to meet the needs of a diverse student body and include transfer, career and technical education, basic skills, and continuing education offerings. We value the ability to serve students from a broad range of cultural heritages, socioeconomic backgrounds, genders, abilities, and orientations. Therefore, we prioritize applicants who demonstrate they understand the benefits diversity brings to a professional educational community. The successful candidate will be an equity-minded individual committed to collaborating with faculty, classified staff, administration, students, and community partners who are also committed to closing equity gaps. An equity-minded individual is a person who already does or has demonstrated the desire to: (1) Understand the importance of holding ourselves accountable as educators for closing equity gaps and engaging in equitable practices; (2) Reframe inequities as a problem of practice and view the elimination of inequities as an individual and collective responsibility; (3) Encourage positive race-consciousness and embrace human difference; (4) Reflect on institutional and teaching practices and aim to make them more culturally responsive; and (5) Strategically build buy-in and participation among colleagues for equity-related initiatives. Monterey Peninsula College seeks employees who value mentorship and working in a collegial, collaborative environment, guided by a commitment to helping all students achieve their educational goals. All departments strongly encourage collaboration across disciplines to create inclusive, integrated, and interdisciplinary learning experiences. College faculty are expected to be knowledgeable about, and willing to use, different learning and teaching methods appropriate to the students they serve. JOB SUMMARY Under general supervision, the Early Childhood Education (EGE) Associate Teacher promotes active learning by planning and implementing developmentally-appropriate learning experiences for two (2) to five (5) years old children in the Lab School; works as a member of the instructional team to plan and implement curriculum and programs; assists with developmental assessments; communicates with parents/guardians regarding their child(ren)'s development; provides instructional assistance to individuals or small groups; assists in creating an environment where college students and volunteers can acquire necessary skills and gain field experience. A director provides general supervision, while guidance is provided by an ECE Master Teacher. DISTINGUISHING CHARACTERISTICS An ECE Associate Teacher supports an instructional team composed of higher-level ECE instructors including an ECE Teacher, EGE Master Teacher I and ECE Master Teacher II. An incumbent in the classis distinguished from an ECE Teacher in that the latter class requires a Child Development Teacher Permit requiring additional education and experience and performs higher-level functions. Example of Duties ONLY UNDER GUIDANCE Observe and mentor college students or volunteers (May assist with supervision but should not lead formal evaluations or feedback.) Conduct DRDP assessments or formal developmental evaluations (May contribute observational notes but should not submit official assessments unless authorized) Write formal developmental summaries or identify curriculum changes (Can support documentation but should defer final reporting and curriculum decisions to permanent staff.) Hold parent conferences or initiate formal communication about child progress May follow existing IEP/IFSPs or behavior support plans with guidance but should not modify or initiate interventions. Not expected to represent the program in official capacities such as tabling, marketing efforts. Develop and implement new lesson plans independently: Should follow existing plans and collaborate with room Teacher & Master Teacher during planning. Lead parent conferences, discuss child behavior other than communicating with families about daily routines and general updates (Should defer to Master Teacher or Teacher for formal communication.) Initiate or modify behavior plans or interventions: Should follow guidance from specialists and lead staff. DUTIES AND RESPONSIBILITIES The duties listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related or a logical assignment to this class. Develops and provides a safe, encouraging and nurturing learning environment with developmentally-appropriate instruction and activities; fosters growth and encourages problem solving in preschool children to allow healthy physical, emotional, social and cognitive development at individual pace and developmental stage. Establishes classroom routines, activities, and supervised play activities; develops and implements daily lesson plans and activities; integrates children's interests, cultural and linguistic backgrounds and experiences into curriculum, learning materials and environments. Provides developmentally-appropriate instruction to children on hygiene procedures as necessary; performs personal care related duties as necessary including but not limited to facilitating toilet training, toileting, and diapering; follows universal health precautions; follows a written plan for dealing with blood or bodily fluid spills. Assists instructional team in ensuring the smooth operation, organization and maintenance of lab classrooms and environments, kitchen, playground, indoor/outdoor storage areas and offices that meet regulatory agency guidelines and align with best practices in health and safety for early childhood environments. Under guidance of an ECE Master Teacher, assists in creating an environment where ECE Practicum Students, college students studying nursing, behavioral sciences, or other related fields, and volunteers can acquire necessary skills and gain field experience; provides feedback and reports to an ECE Master Teacher upon request. Under guidance of an ECE Master Teacher and within constraints of the Child Development Associate Teacher permit, assists instructional team with required developmental and program assessments. Conducts and records daily health assessments for each assigned child. Under guidance of the ECE Master Teacher or ECE Teacher and within constraints of the Child Development Associate Teacher permit, communicates regularly with parents/guardians; contributes to conferences with parents/guardians on the progress of their child(ren) including but not limited to information on social-emotional development, language and literacy, mathematics, and English-language development. Receives information from specialists (i.e.; Behavior support specialist) pertaining to the physical, cognitive and behavioral needs of enrolled children; cooperates and participates with specialists, other professionals, and the instructional team to assess and adapt practices to meet children's individual needs; appropriately manages children's behaviors; implements behavioral support plans, Individual Education Plans (IEPs) or Individualized Family Service Plans (IFSPs), as required. Attends program related meetings, trainings, and conferences; meets with instructional team and program director; attends required parent meetings and Lab School events. Participates physically with children in activities as needed. Assists instructional team in preparing and serving breakfasts, snacks, and drinks; in absence of food service staff prepares and serves lunch following set menu. Washes, cleans, and stores kitchen equipment, dishes, utensils, and related items; assists in maintaining kitchen and serving areas in a clean sanitary condition throughout school day. Follows procedures for reporting child abuse as mandated by law. Assists instructional team to ensure adequate resources and supplies are available to meet classroom educational requirements and ECE Lab School licensing regulations. Assists in maintaining a variety of records including but not limited to assessments, forms, and logs for children and/or their families in appropriate electronic and physical filing systems. Demonstrates an understanding of, sensitivity to, and appreciation for the diverse academic, socio- economic, cultural, disability, gender identity, religious, sexual orientation, and ethnic backgrounds of students and staff attending or working on a community college campus. OTHER DUTIES Performs other job-related duties as assigned. Qualifications Required Education and Experience A valid California Commission on Teacher Credentialing Child Development Associate Teacher Permit which can be earned via one of the following options or a higher level teaching permit. Option 1: 12 semester units of ECE or child development including 3 core curriculum areas AND 50 days of experience in last 2 years; OR Option 2: National Child Development Associate (CDA) credential Desirable Education and/or Experience Successful completion of an ECED 2 (Assessment and Observation) course. Previous experience working with children ages 2 years to 5 years. TERM AND RENEWAL: Must possess and maintain the Child Development Associate Teacher Permit, which is issued for five years and is renewable without limitation on the number of renewals. To renew, the holder must complete the required number of hours of professional growth. Must possess and maintain a profile on the California Early Care and Education Workforce Registry. Licenses and Special Requirements Valid Pediatric CPR and Pediatric First Aid certificates Completion of all hours of training in preventive health and safety practices, including pediatric CPR and pediatric First Aid within the first 60 days of employment is required. Valid Food Handler's Certificate per the California Retail Food Code within 15 days of employment. Course, assessment, and certification may be completed online. Completion of the Basic Integrated Pest Management Training for Schools & Classrooms within 15 days of employment. Knowledge of: Basic principles and practices of child development and early childhood education. Curriculum and program requirements for children in child development program. Ethical standards and best practices as outlined by the National Association for the Education of Young Children (NAEYC) regarding developmentally appropriate practice, accreditation standards, guidelines and best practices. California Titles 5 and 22 licensing requirements and associated compliance requirements. Family Education Rights and Privacy Act (FERPA) and other applicable District, state and federal laws, rules, regulations and policies. Health and safety regulations for childcare, safety policies, safe work practices, and Universal Health Precautions. Correct English usage, including spelling, grammar, and punctuation. Modern office practices, procedures, and equipment. Basic computer software (e.g.; Word, Excel) sufficient to maintain records and reports. Basic understanding of safe food handling and preparation. Cleaning and sanitation methods and techniques. Ability to: Work directly with children in a variety of situations to support their early growth and development. Establish and maintain cooperative and effective relationships with those contacted in the course of work. Demonstrate understanding, patience, a positive attitude and genuine interest in working with preschool children and their families. Communicate effectively in English, both orally and in writing, and carry out oral and written instructions. Physically participate in activities. Learn and implement compliance requirements, rules, regulations, and policies under Titles 5 and 22 and FERPA; implement best practices, accreditation standards, and guidelines of the NAEYC. Learn, interpret, and apply applicable rules, regulations, policies and procedures, laws, codes, and ordinances. Learn to develop and implement an early childhood education curriculum that meets the developmental needs and interests of enrolled children. Learn and understand the basics of developmental assessment processes and methods such as Desired Results Developmental Profile (DRDP). Demonstrate an understanding of, sensitivity to, and appreciation for the academic, ethnic, socio-economic, disability and gender diversity of students and staff attending or working on a community college campus. Plan, formulate, and execute clerical procedures and directives in accordance with assigned duties. Operate a computer and proficiently use standard business software and learn program-specific databases. Perform under a demanding and varied work schedule with the ability to remain flexible and focused during interruptions and distractions. Analyze situations accurately and adopt an effective course of action. Exercise reasonable judgment in unusual circumstances. Work both independently and function effectively within a team setting. Understand and carry out oral and written directions. Assume responsibility for and use good judgment in recognizing scope of authority. Handle information in a discreet and confidential manner. Learn and properly execute Emergency Preparedness procedures in case of emergency. Learn and implement proper methods of preparing, heating, serving, storage and handling of a variety of simple food items while operating conventional kitchen appliances and equipment safely and effectively. Properly use and care for conventional kitchen appliances, equipment, and utensils. Follow applicable health and sanitation requirements for food service. Physical Effort Physical, mental and emotional stamina to perform the duties and responsibilities of the position. Light to moderate physical effort. Manual dexterity sufficient to write, use telephone, and operate lab, classroom, and kitchen equipment. Vision sufficient to read printed materials and to see at a distance. Hearing sufficient to conduct in person conversations with children and adults. Speaking ability in an understandable voice with sufficient volume to be heard in normal conversational distance, on the telephone, and in addressing groups. Physical agility to push/pull, squat, twist, turn, bend, stoop, reach overhead, and run after a child in an emergency situation. Physical mobility sufficient to move rapidly about the work environment on varied indoor and outdoor surfaces, and to respond to emergency situations. Periodic handling and lifting of up to 50 pounds without assistance. Physical stamina sufficient to sit in a child's chair, squat at children's eye level for prolonged periods of time, to stand and walk for prolonged periods of time and the agility to climb stairs. Physical, mental, and emotional tolerance to be exposed to the noise generated by children in an enclosed environment. Mental acuity to collect and interpret data, evaluate, reason, define problems, establish facts, draw valid conclusions, make valid judgments and decisions. WORK ENVIRONMENT: Indoor environment including classrooms and center kitchen. Outdoor environment including playground with periodic exposure to environmental extremes. HAZARDS: Exposure to infectious diseases and respiratory infections. Exposure to bodily fluids and bloodborne pathogens. Exposure to burns from hot surfaces, chemicals, and sharp objects while working in the center kitchen. Exposure to disinfectants, sanitizers, cleaning agents, as well as arts and crafts materials. May encounter slips and falls on steep, slippery walkways in outdoor yard areas. Work Schedule / Supplemental Information Salary $24.78 - $27.34 Hourly, 29 hours per week *Management reserves the right to change schedules as needed Term of Assignment : It will depend upon the assignment. How to Ap p ly Visit www.mpc.edu/employment and select 'classified and other positions.' Here you will find the announcement and the 'apply' button in the upper right-hand corner. You will be asked to log in or create a new user account. Complete all required fields of the application AND: Attach a .pdf of your cover letter, which describes your interest in and qualifications for the position. AND Attach a .pdf of your resume Only items listed above will be reviewed by the screening committee. Human Resources does not accept additional materials such as: letters of reference, test scores from other institutions, certificates of courses/programs completed, letters of commendation from schools with your application. Such items, if included, will not be forwarded to the selection committee. If you are a finalist, HR will request any reference information that is required. Monterey Peninsula College reserves the right to close or continue the recruitment at any time. For questions or concerns, please contact: Recruitment@mpc.edu CONDITIONS OF EMPLOYMENT Offers of employment are contingent upon Governing Board approval. Employment with Monterey Peninsula College is not complete or official until applicants meet all pre employment requirements. All new employees are required to submit proof of freedom from tuberculosis and proof of eligibility to work in the United States. Employees must sign the Oath of Affirmation of Allegiance, and submit fingerprints. The District is an equal opportunity employer. The policy of the District is to encourage applications from all persons. No person shall be denied employment because of ethnicity or race, color, sex or gender, gender identity, age, religion, marital status, disability, sexual orientation, national origin, medical conditions, status as a Vietnam era veteran, ancestry, or political or organizational affiliation. To apply, visit https://www.schooljobs.com/careers/mpc/jobs/5006537/substitute-pool-early-childhood-education-associate-teacher Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-82b4af4968510643bd41cef9de28d2bf Sat, 30 May 2026 02:26:32 -0400 https://alumnijobs.cofc.edu/jobs/rss/22081117/part-time-faculty-pool-early-childhood-education-instructor https://alumnijobs.cofc.edu/jobs/rss/22081117/part-time-faculty-pool-early-childhood-education-instructor Monterey, California, Monterey Peninsula College (Part-time Faculty Pool) Early Childhood Education Instructor Salary: $69.14 - $94.12 Hourly Job Type: Part-time Instructor Job Number: 2000-00012 Closing: Continuous Location: Monterey Peninsula College and/or Marina Education Center, CA Division: Social Science Description Monterey Peninsula College is currently accepting applications to establish a pool for future part-time teaching assignments in this discipline. Monterey Peninsula Community College District is committed to educational equity for all students, as outlined in the District's Governing Board Goals , Educational Master Plan , Equal Employment Opportunity Plan , and Student Equity Plan . We provide students with a rich and dynamic learning experience that embraces differences-emphasizing collaboration, engaging students in and out of the classroom, and encouraging them to realize their goals and become global citizens and socially responsible leaders. When you join our team at Monterey Peninsula College, you can expect to be part of an inclusive, innovative, and equity-focused community that approaches higher education as a matter of social justice requiring broad collaboration among faculty, classified staff, administration, students, and community partners. Monterey Peninsula College is designated as a Hispanic Serving Institution (HSI) and is an affiliate of the statewide Umoja Community of California Community Colleges. Monterey Peninsula College has a diverse student population that is a reflection of the communities it serves. We value the ability to serve students from a broad range of cultural heritages, socioeconomic backgrounds, genders, abilities, orientations, and intersections of these identities, and others not yet identified. Therefore, we prioritize applicants who demonstrate they understand the benefits diversity brings to a professional educational community. The successful candidate will be an equity-minded individual dedicated to collaborating with faculty, classified staff, administration, students, and community partners who are also committed to closing equity gaps. An equity-minded individual is a person who already does or has demonstrated the desire to: Hold ourselves accountable as educators for closing equity gaps and engaging in equitable practices; Reframe inequities as a problem of practice and view the elimination of inequities as an individual and collective responsibility; Implement positive race-consciousness and embrace human difference; Reflect on institutional and teaching practices and make them more culturally responsive; and Collaborate with colleagues on equity-related initiatives. Monterey Peninsula College seeks employees who value mentorship and working in a collegial, collaborative environment, guided by a commitment to helping all students achieve their educational or career goals. All departments value collaboration across disciplines to create inclusive, integrated, and interdisciplinary learning experiences. Example of Duties POSITION DEFINITION: Under the supervision of the area Dean and the guidance of the Department, the part-time instructor will provide instruction in accordance with course descriptions, outlines, class schedules, and Governing Board policy; evaluate progress of students concerning educational matters, and perform other instructional related duties as assigned. Instructor may be assigned to the Monterey campus and/or Marina Education Center. DUTIES AND RESPONSIBILITIES: Meet each scheduled class and teach or conduct learning exercises for the entire period. Contact the appropriate division chair or administrator in advance to make arrangements for unavoidable absences. Provide each student at the beginning of the course with written information about the course, to include a full description of the grading system and how the student will be evaluated. Accurately keep required class records on attendance, withdrawal and grading. Submit when due, all necessary reports such as attendance and grade reports, roll books, and class information sheets, and certify as to their accuracy. Comply with all institutional policies and procedures. Give careful attention to all bulletins, memorandums and emails from administrative offices. Check faculty mailbox and MPC email frequently. Demonstrate an understanding of, sensitivity to, and appreciation for the diverse academic, socio-economic, cultural, disability, gender identity, sexual orientation and ethnic backgrounds of community college students and staff. Qualifications Master's degree in child development, early childhood education, human development, home economics/family and consumer studies with a specialization in child development/early childhood education, or educational psychology with a specialization in child development/ early childhood education. OR Bachelor's degree in any of the above AND master's degree in social work, educational supervision, elementary education, special education, psychology, bilingual/bicultural education, life management/home economics, family life studies, or family and consumer studies OR The equivalent.( Equivalency Forms must be submitted for consideration) AND a sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students. Work Schedule / Supplemental Information During the application process, you will be asked to submit the following items: Cover Letter Resume Transcripts We require unofficial copies showing all undergraduate and graduate coursework. Official copies will be required at the time of hire. Foreign transcripts must be evaluated by the applicant's expense. Click here for a list of Foreign Transcript Evaluation Services. Equivalency Form (optional, based on minimum qualifications) If you do not meet the minimum qualification listed in the job announcement, but you believe you possess minimum qualifications that are equivalent, you will need to complete an Equivalency Form Please do not upload any items not listed above (such as letters of recommendation), as they will not be forwarded to the hiring committee. Teaching assignments are part-time and temporary in nature. Assignments are subject to Governing Board approval, adequate enrollment size, and assignment to a contract instructor. Offer and assignment of employment is subject to verification of all information provided on the employment application, credentials, transcripts, fingerprint check and tuberculosis examination as required. Monterey Peninsula College actively seeks a diverse pool of applicants interested in working in an environment which values flexibility, openness to change, collaboration, respect for others and their points of view, and involvement in College activities, all with the goal of meeting the needs of our diverse student population. The District does not discriminate on the basis of ethnicity, national origin, ancestry, sex, religion, marital status, disability, or sexual orientation in any of its policies, practices, or procedures. The District is an equal opportunity employer. The policy of the District is to encourage applications from all persons. No person shall be denied employment because of ethnicity or race, color, sex or gender, gender identity, age, religion, marital status, disability, sexual orientation, national origin, medical conditions, status as a Vietnam-era veteran, ancestry, or political or organizational affiliation. To apply, visit https://www.schooljobs.com/careers/mpc/jobs/533232/part-time-faculty-pool-early-childhood-education-instructor Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-b199eecb58c0b24bb51cd2e4afde16d2 Sat, 30 May 2026 02:26:32 -0400 https://alumnijobs.cofc.edu/jobs/rss/22015509/substitute-teacher-assistant-early-childhood-education-4112c-84059 https://alumnijobs.cofc.edu/jobs/rss/22015509/substitute-teacher-assistant-early-childhood-education-4112c-84059 Berkeley, California, Substitute Teacher Assistant, Early Childhood Education (4112C) - 84059 About Berkeley At the University of California, Berkeley, we are dedicated to fostering a community where everyone feels welcome and can thrive. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff. As a world-leading institution, Berkeley is known for its academic and research excellence, public mission, diverse student body, and commitment to equity and social justice. Since our founding in 1868, we have driven innovation, creating global intellectual, economic and social value. We are looking for applicants who reflect California's diversity and want to be part of an inclusive, equity-focused community that views education as a matter of social justice. Please consider whether your values align with our Guiding Values and Principles , Principles of Community , and Strategic Plan . At UC Berkeley, we believe that learning is a fundamental part of working, and provide space for supportive colleague communities via numerous employee resource groups (staff organizations). Our goal is for everyone on the Berkeley campus to feel supported and equipped to realize their full potential. We actively support this by providing all of our full-time staff employees with at least 80 hours (10 days) of paid time per year to engage in professional development activities. Find out more about how you can grow your career at UC Berkeley. Departmental Overview Residential and Student Services Programs, as a part of the Division of Student Affairs, provides students with a comprehensive residential student life experience, state of the art dining services, safe and clean residence halls, an effective transition into the University through a well-planned orientation and a developmentally based early childhood education program. The Early Childhood Education Program (ECEP) provides developmental play-based child care for the children of students, staff, and faculty via licensed child care centers on or near the UC Berkeley campus, serving 250 University children between the ages of 3 months and 5 years old. Position Summary Under general supervision, the Substitute Teacher Assistant is responsible for supporting the classroom's play-based curriculum including caregiving and assisting with preparing lesson plans which meet the individual needs of children. The Substitute Teacher Assistant supports teachers in leading small and large group activities for the age and developmental level of children assigned. The Substitute Assistant Teacher supports and provides feedback to the teachers in the classroom with child screening, assessment, parent interaction and adherence to local, state and federal standards as well as all licensing regulations pertaining to children in group care settings. Excellent communication and a commitment to teamwork is core to the success of this position. Responsibilities Classroom Responsibilities Provides caregiving functions as needed and when appropriate, i.e. diapering, napping, feeding, nurturing, etc. Assists in the maintenance of center as a safe and clean environment for children. Practices responsive caregiving in all aspects of daily care. Helps organize, set up, supervise and clean up curriculum activities that stimulate children's curiosity and abilities. Engages in intentional interactions with children in teaching and learning. Observes and interacts with children as individuals and shares observations with staff. Provides feedback to teachers that support individual needs of children. Provides input to teachers in support of parent/teacher conferences. Uses respectful language and positive guidance when addressing children's behavior in the classroom. Participates in classroom management to maintain a positive learning atmosphere. Cultivates learning of all children, regardless of developmental level and/or presenting temperament. Supports implementation of best practices of the philosophies National Association for the Education of Young Children (NAEYC) in all rooms, and Program for Infant and Toddler Care (PITC) philosophy in infant/toddler rooms. Professional Responsibilities Participates and attends all required ECEP and RSSP meetings, staff meetings, workshops, trainings and other activities as requested by the Associate Director or Center Director. Represents ECEP by being responsive, caring and informative in communication with parents, other teaching staff and the campus community at large. Develops trustworthy relationships with peers, supervisors and managers. Resolves conflicts quickly and involves supervisor and or other management members when appropriate. Adheres to policies in the ECEP Teacher's Resource Guide. Performs other duties as assigned by supervisor. Required Qualifications Minimum of 6 or more units in Early Childhood Education (ECE), including 3 Infant or Toddler units required if hired for an infant/toddler room. Knowledge of developmental needs and appropriate learning experiences for children 3 months to 5 years. Familiarity with child development theory and practice. Ability to lift up to 50 pounds, stand and walk up to 4 hours per day, and to work at child's level. Demonstrated ability to perform basic computer use, including: keyboard and mouse, simple data entry, email software, internet search and Microsoft Office Suite. Ability to effectively manage multiple priorities. Ability to work with a variety of clientele using patience, tact, sensitivity and diplomacy. Must have received fingerprint clearance through the Department of Social Services Community Care Licensing Division. Background clearance must be maintained while employed as a Teacher. Must provide proof of current negative TB clearance, up-to-date MMR vaccination, up-to-date health screening clearance, and compliance with any new State of California or UC Berkeley health requirements for positions working with young children. Must complete blood borne pathogen training and State of CA Mandated Reporter training upon hire and annually thereafter. Must have current Pediatric CPR/First Aid certification or obtain within 3 months of hire. High School diploma or GED minimum educational requirement and/or equivalent experience/training. Preferred Qualifications 12 or more ECE units. Salary & Benefits Under California law, the University of California, Berkeley is required to provide a reasonable estimate of the compensation range for this role and should not offer a salary outside of the range posted in this job announcement. This range takes into account the wide range of factors that are considered in making compensation decisions including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, analysis of internal equity, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience. The budgeted hourly range that the University reasonably expects to pay for this position is $24.91 (Step 1). This is a Per Diem appointment with variable hours. Per Diem positions are not eligible for the UC benefits plan. How to Apply To apply, please submit your resume and cover letter. Other Information This position is governed by the terms and conditions in the agreement for the Clerical & Allied Services Unit (CX) between the University of California and Teamsters Local 2010. The current bargaining agreement manual can be found at: http://ucnet.universityofcalifornia.edu/labor/bargaining-units/cx/index.html This is not a visa opportunity. This position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee. This recruitment has 6 openings. Conviction History Background This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check. Mandated Reporter This position has been identified as a Mandated Reporter required to report the observed or suspected abuse or neglect of children, dependent adults, or elders to designated law enforcement or social service agencies. We reserve the right to make employment contingent upon completion of signed statements acknowledging the responsibilities of a Mandated Reporter. SB 791 and AB 810 Misconduct Disclosure Requirement: As a condition of employment, the final candidate who accepts a conditional offer of employment will be required to disclose if they have been subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct; received notice of any allegations or are currently the subject of any administrative or disciplinary proceedings involving misconduct; have left a position after receiving notice of allegations or while under investigation in an administrative or disciplinary proceeding involving misconduct; or have filed an appeal of a finding of misconduct with a previous employer. 'Misconduct' means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. For reference, below are UC's policies addressing some forms of misconduct: UC Sexual Violence and Sexual Harassment Policy UC Anti-Discrimination Policy Abusive Conduct in the Workplace Equal Employment Opportunity The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law. To apply, visit https://careerspub.universityofcalifornia.edu/psc/ucb/EMPLOYEE/HRMS/c/HRS_HRAM_FL.HRS_CG_SEARCH_FL.GBL?Page=HRS_APP_JBPST_FL&JobOpeningId=84059&PostingSeq=1&SiteId=21&languageCd=ENG&FOCUS=Applicant Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-87037f6dc380a74c94d658e05e328fdf Sat, 30 May 2026 02:53:20 -0400