University Liggett School seeks an Upper School learning support specialist to support the academic and developmental growth of all students in grades 9-12 in a proactive and systematic style that honors the strengths and challenges of individual learners. An ideal candidate would have a solid foundation in math and science content and a capacity for academic coaching in all subject areas. As a member of the learning support team, this position has crossover with the Middle School learning support specialist, particularly in regard to 8th grade students making the transition to freshman year. This person’s multifaceted skills will enable him/her to confidently and successfully demonstrate leadership as s/he:
- Collaborates with classroom teachers to scaffold student learning, tracks efficacy of student support plans, and uses data to guide intervention.
- Cultivates understanding of student learning profiles to most effectively facilitate growth of academic habits, study strategies and self-advocacy skills.
- Meets regularly with students, before, during, and after school, to supplement and extend instruction.
- Attends the Middle School Learning Enrichment program two-four times weekly after school.
- Meets regularly with study hall proctors and students in study hall to promote an environment conducive to efficient and effective use of time.
- Helps promote an environment where seeking help is integrated into the students’ day.
- Communicates effectively with students, parents, colleagues, and consultants to develop, implement, maintain, and share progress on individual support plans for students.
- Visits classes to maintain awareness of content and thinking skills expected and practiced.
- Promotes professional development of upper school faculty consistent with students’ learning needs.
- Organizes and manages time effectively and efficiently.
- Proctors nonstandard administration of college entrance tests (e.g., SAT, ACT) and course assessments for students with accommodations.
- Actively oversees the Peer Tutoring program.
- Maintains active professional development in areas related to teaching and learning.
- A Bachelor’s degree in education is required.
- A Master’s degree or concentration in math or science is preferred.
- Candidates with experience in academic, organizational, or related type of educational coaching and/or enrichment program development preferred.
- Experience in an independent school is preferred.
If interested, please submit a letter of interest and resume to Dr. Michele L. Ondersma, Student Support Services Department Chair at firstname.lastname@example.org
Challenging Each Child to Achieve…
National Heritage Academies has partnered with a voluntary local school board to create Flagship Charter Academy, a no-cost public charter school. Our school is designed to eliminate the achievement gap and provide a public school choice to your family so your child is prepared for success in high school, college, and beyond.
Teacher in Residence Position
It is important to start the school year fully staffed, not only for the teams of teachers in the building but also for every child and parent that chooses our schools, therefore; we are looking to extend offers of employment in advance of identifying the classroom position. As the leadership team starts to map out the classroom schedule for the upcoming school year, transitional teachers will be assigned a specific classroom and will have ample time to work with their dean and team of teachers in order to prepare for the school year.
Attention National Heritage Academies (NHA) Employees
The purpose of the Teacher in Residence position is to pre-hire for potential vacancies by hiring candidates not currently employed with NHA as a classroom teacher. The reason for this is to ensure we have all classrooms filled by the start of the 2017-18 school year.
If you are a current teacher with NHA, we will be looking at your application after an initial push to hire external candidates. In the meantime, we encourage you to speak with your current principal or dean about your desire to transfer to a different school. If you are not a current teacher at NHA, we will process your application.
NHA staff and students take Personal Responsibility in Delivering Excellence – P.R.I.D.E.
For more information regarding the Teacher in Residence position, please contact:
Mrs. Shannon Maguire
Dean of Intervention
Flagship Charter Academy
Detroit, MI 48238
MI Certified in English – English teaching experience a plus.
The teacher will deliver the respective curriculum and the appropriate disciplines in an engaging manner to promote critical thinking and reinforce study skills in the subject of English.
Required Experience: English teaching in grades 6 – 12
Job Type: Full-time
Required education: Bachelor’s
Required license or certification:
Michigan Teaching Certificate in English
Please send resume to email@example.com.
Math Teacher Grades 6 – 12 – Fall Opening
Farber Hebrew Day School – Southfield, MI 48076
MI Certified in Math – Math teaching experience a plus.
The teacher will deliver the respective curriculum and the appropriate disciplines in an engaging manner to promote critical thinking and reinforce study skills in the subject of Math.
Job Type: Full-time
Required Education: Bachelor’s
Required Experience: Math teaching in grades 6 – 12.
Job Type: Full-time
Required education: Bachelor’s
Required license or certification: Michigan Teaching Certificate in Math
Executive Assistant to Rabbi Berman
Farber Hebrew Day School
21100 West 12 Mile Road
Southfield, MI 48076
office: 248-386-1625 x109
Academic Advisor/EDU Talent Search Intern
The Academic Advisor Intern assists with coordinating and delivering academic support services to high school participants in the Educational Talent Search Program. This position is located in Detroit, Michigan and serves 500 students at Detroit Collegiate Preparatory High School. This job requires a level of independence to respond to requests from the Project Director within defined grant regulations, guidelines and procedures.
This is a paid position. Interns will receive $20.00/hr for work and duties performed, not to exceed 30 hours per week.
Working towards a master’s or doctoral degree in social work, education, counseling or related field from an accredited institution.
Demonstrated sensitivity to the needs of underrepresented populations.
Experience with recruitment, facilitation, case documentation and program planning.
Ability to design college preparation workshops and individualized programs to ensure student success.
Knowledge of post-secondary institutions, admissions, scholarships and financial aid for low-income and underrepresented youth.
Must be self-directed and a self-starter, able to work independently.
Must be available to travel to campus for training, meetings and events.
Strong familiarity and ability to use social media outlets and video technology.
Ability to disseminate college information to large groups.
Experience in student leadership and mentoring programs.
Demonstrated ability to manage confidential information.
Working knowledge of the Microsoft Office Suite.
Must maintain a valid driver’s license and have reliable transportation.
Must be flexible to work evenings, weekends and travel as required.
Ability to perform the essential functions of the job.
Duties & Responsibilities
Provide quality academic tutoring services, to enable students to complete secondary courses.
Assist students in preparing for college entrance examinations and completing college admissions applications.
Work with students to establish short and long term educational goals and steps to achieve them.
Advise students on course selection, dual enrollment, and college admissions
Prepare written communication, memos, flyers and newsletters for key stakeholders (school/university administrators, students, parents, etc.).
Assist the Project Director to implement outreach activities to meet project objectives.
May assist in the supervision of student activities, events and/or programs, and student employees/interns.
Attend meetings, trainings and conferences as assigned by the Project Director.
Other duties as assigned.
Jonathan D. Parks M.A.
MI GEAR UP & Talent Search Director
Wayne State University
Office: (313) 577-3082
Fax: (313) 577-8011
Seeking people with a good mix of technology and pedagogy expertise who can work on a dynamic team.
Within the IU Bloomington Center for Innovative Teaching and Learning (CITL), consults with faculty clients on pedagogically appropriate uses of a broad range of instructional technologies within both online and traditional classroom environments. This includes learning management systems, collaboration technologies (e.g., Zoom, Adobe Connect), eTexts, open educational resources, student response systems (e.g., TopHat, TurningPoint), and other cloud-based technologies. Develops and presents workshops to audiences of varying technical knowledge and expertise; and collaborate in larger initiatives and working groups to support the mission of the CITL. The emphasis for all activities is on the use of evidence-based best practice and innovative use of instructional technology.
REQUIRED: Bachelor’s degree in computer science, instructional technology or related field and two years of experience in instructional development and/or instructional technology consulting and/or training.
Combinations of related education and experience may be considered. Broad knowledge of instructional technologies used in both the online and traditional classroom environments; and experience in leading presentations/workshops. Excellent interpersonal, written and verbal communication skills, including ability to interact, collaborate and consult with colleagues of varying degrees of technical knowledge. Possess a strong service orientation with an emphasis on problem solving and collaboration.
Master’s degree; experience with the Canvas learning management system, teaching experience; two years of experience in instructional development and/or instructional technology consulting and/or training in a higher education context
The Junior Achievement of Southeastern Michigan is an organization that offers programs to elementary through high school students that focus on financial literacy. One of our programs called Finance Park takes place at our facility and includes a hands on simulation for the students. This program in particular relies heavily on volunteers.
Students would volunteer for about a half day and would go through a short orientation the day they have signed up to volunteer. Below are some of the dates that currently need volunteers. This is a great opportunity for someone who would like more one on one time with students, or needs to fulfill a volunteer requirement, or someone just generally interested in making a difference in their community.
Please let me know if you have any questions or would like additional information.
Junior Achievement of Southeastern Michigan Inc.
577 East Larned Street, 2nd Floor
Detroit, MI 48226-2544
Phone: (313) 502-5368
Fax: (313) 964-8884
Seeking summer or part-time employment opportunities in Environmental/Outdoor Education? Check out these jobs at the Farmington Hills Nature Center!
Nature’s Way Summer Camp Leader:
Farmington Hills, MI – Nature’s Way Camp Leader
Nature’s Way Camp Leader Job Description: Create, lead and coordinate unique Nature’s Way Day Camp programs. Supervise and provide a safe environment for children …
Nature Center Leader/Instructor:
Farmington Hills, MI – Nature Center Leader
Nature Center Leader Job Description: The Leader will lead environmental outreach, educational and public programs. The leader will assist with program development …
Learn more about the Farmington Hills Nature Center at:
Farmington Hills, MI – Nature Center
24915 Farmington Rd. Farmington Hills, MI 48336 Phone: (248) 477-1135 Fax: (248) 477-1134 Heritage Park Map Mon – Sat 10:00 AM – 5:00 PM and Sun Noon – 5:00 PM
Starting Salary (bachelor’s degree and no lead teaching experience): $51,539
Apply online at http://joindcpublicschools.com/teachers
Our public school students need your expertise, passion and leadership.
We are looking for highly motivated and skilled talent to join our team at District of Columbia Public Schools (DCPS). We seek individuals who are passionate about transforming the DC school system and making a signiﬁcant diﬀerence in the lives of public school students, parents, principals, teachers, and central oﬃce employees.
DCPS serves 48,600 students in the nation’s capital through the eﬀorts of approximately 4,000 educators in 112 schools. As part of a comprehensive reform eﬀort to become the preeminent urban school system in America, DCPS intends to have the highest‐performing, best paid, most satisﬁed, and most honored educator force in the nation and a distinctive central oﬃce staﬀ whose work supports and drives instructional excellence and signiﬁcant achievement gains for DCPS students.
At DCPS, teachers are charged with ensuring the academic achievement of all of our students regardless of background or circumstance. We are committed to our mission of providing all students with a world‐class education that prepares them for college, career, and life – and we know that building the most eﬀective teaching force in the nation is critical to achieving this goal. This position is a safety‐sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy.
The Teacher will report to the Principal.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
- Sets and reinforces clear expectations and routines that are aligned with the school’s overall vision. Develops and implements curricula and activities to meet academic standards.
- Thoughtfully plans daily lessons and implements speciﬁc strategies to meet the needs of all students, providing extra support, enrichment, or variation of work when necessary.
- Demonstrates strong content knowledge.
- Designs and implements assessments that measure progress towards academic standards and diagnoses areas of student misunderstanding.
- Uses assessment data to reﬁne curriculum and informs instructional practices.
- Be accountable for students’ academic growth and increase each individual student’s achievement. Creates a positive, achievement‐oriented learning environment.
- Reﬂects on successes and areas of growth as a teacher, seeks to improve performance, and responds to feedback. Participates in collaborative curriculum development, grade‐level activities, and school‐wide functions.
- Invests parents and families in their children’s academic success through regular communication.
- Bachelor’s degree.
- Previous exposure to or experience in the education sector a plus. Possesses or is eligible for a valid District of Columbia Teaching License. Meets Highly Qualiﬁed status as deﬁned by the NCLB mandates.
- Successful completion of Praxis I and II exams (unless holding a standard teaching license).
- Strong instructional skills and classroom management. Enthusiasm for and demonstrated mastery of subject matter.
- Unrelenting commitment to students, self, and school’s constant learning and development. Ability to self‐reﬂect on teaching practices and be responsive to feedback.
Personal Qualities of Top Candidates
- Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
- Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
- Focus on Data‐Driven Results: Relentlessly pursues the improvement of central oﬃce performance and school leadership, instruction, and operations, and is driven by a desire to produce quantiﬁable student achievement gains. Innovative Problem‐Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and ﬁnd potential innovative solutions.
- Adaptability: Excels in constantly changing environments and adapts ﬂexibly in shifting projects or priorities to meet the needs of a dynamic transformation eﬀort; comfortable with ambiguity and non‐routine situations.
- Teamwork: Increases the eﬀectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others.
- Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities.
- Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high‐quality and courteous manner.