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ESS Clinical is seeking a School Services School Special Education Teacher for a local contract job in Chicago, Illinois. Job Description & Requirements • Specialty: Special Education Teacher, • Discipline: School Services, • Start Date: ASAP, • Duration: 36 weeks, • Employment Type: Local Contract Special Education Teacher — School Based\n\n Employment Options: Full-Time | Part-Time | Per Case \nLocation: Chicago, Illinois and surrounding suburbs \nSchedule: Monday–Friday | School Hours (Typically 7 hour days) \nSchool Year / Contract: 2026-2027 School Year \nEmployment Type: W2 (Benefits Eligible Based on Hours) \nStart Date: Beginning of the school year \nPay Rate: up to $43.00/hour \n\n\nWhy Special Education Teachers Choose ESS Clinical\n\n\n\t • \n\t Competitive Pay – Compensation that reflects your education, experience, goals, and expertise. \n\t\n\t • \n\t Flexible Scheduling – Because real work-life balance matters. \n\t\n\t • \n\t Benefits for Full-Time and Part-Time – Support that fits your schedule. \n\t\n\t • \n\t Paid Time Off – Time to rest and recharge. \n\t\n\t • \n\t 401(k) with Company Contributions – Investing in your future. \n\t\n\t • \n\t CEU / Professional Development Support – Guidance to maintain licensure and grow professionally. \n\t\n\t • \n\t Strong, Long-Standing District Relationships – Stability and trusted partnerships you can count on. \n\t\n\t • \n\t Award-Winning Culture – Proud to be recognized as a Top Workplace. \n\t\n\n\n\nAssignment Experience (What You Can Expect)\n\n (When available, ESS Clinical shares real assignment details early in the process) \n\n\n\t • \n\t Provide specialized instruction and support to students with disabilities \n\t\n\t • \n\t Collaborate with classroom teachers, counselors, and school psychologists \n\t\n\t • \n\t Exposure to multiple grade levels (PreK–12 opportunities) \n\t\n\t • \n\t Opportunities to implement differentiated instruction and intervention strategies \n\t\n\t • \n\t Work with individual students, small groups, and whole-class support \n\t\n\n\n\nYour Impact as a Special Education Teacher\n\n You’ll help students overcome academic, social, and behavioral challenges while ensuring they receive individualized support to succeed in the classroom. \n\nCore Responsibilities\n\n\n\t • \n\t Deliver specialized instruction aligned with IEP goals \n\t\n\t • \n\t Collaborate on developing and implementing intervention plans \n\t\n\t • \n\t Monitor student progress and adjust instructional strategies as needed \n\t\n\t • \n\t Support students’ social-emotional growth and behavior management \n\t\n\t • \n\t Assist in data collection and documentation for IEP compliance \n\t\n\t • \n\t Partner with educators, families, and support staff to ensure student succes \n\t\n\n\n\nWhat We’re Looking For\n\n\n\t • \n\t Bachelor’s or Master’s degree in Special Education or related field \n\t\n\t • \n\t Valid Special Education Teacher or Special Education license/certification (state-specific) \n\t\n\t • \n\t School-based experience preferred, but newer professionals encouraged to apply — mentorship available \n\t\n\t • \n\t Strong collaboration and communication skills \n\t\n\t • \n\t Passion for supporting students with diverse learning needs \n\t\n\n\n\nCompensation & Benefits\n\n ESS Clinical believes in supporting the whole professional — not just filling a role. \n \nBenefits May Include: \n\n\n\t • \n\t Medical, Dental, Vision (for eligible hours) \n\t\n\t • \n\t 401(k) with employer contribution \n\t\n\t • \n\t Weekly pay \n\t\n\t • \n\t Paid Time Off \n\t\n\t • \n\t CE reimbursement ($100) \n\t\n\t • \n\t Licensure reimbursement (up to $300) \n\t\n\t • \n\t Professional Development \n\t\n\n\n\n\t • \n\t Employee Assistance Resources \n\t\n\n\n\nOur Commitment to You\n\n Whether you’re an experienced Special Education Teacher or early in your career, ESS Clinical is committed to helping you grow, feel supported, and build a career you’re proud of. \n \nESS Clinical is an Equal Opportunity Employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. \n\n\nApply With Confidence\n\n Apply today to learn more about current openings. Most candidates receive follow-up within 1 business day. \n\n\nPrivacy Information\n\n When you apply for a position with ESS Clinical, an ESS Company, we collect personal information such as: \n\n\n\t • \n\t Contact details (name, email, phone, address) \n\t\n\t • \n\t Application materials (resume, work history, education, references) \n\t\n\t • \n\t Information you choose to provide during the hiring process (interviews, assessments, background checks, as permitted by law) \n\t\n\n\n We use this information to: \n\n\n\t • \n\t Evaluate your candidacy and qualifications \n\t\n\t • \n\t Conduct interviews and background checks \n\t\n\t • \n\t Manage our recruitment and hiring processes \n\t\n\t • \n\t Comply with applicable legal obligations \n\t\n\n\n \n\n We do not sell or share applicant personal information. We retain it as long as necessary for recruitment, compliance, and potential future opportunities. \n\n You may have rights under U.S. state privacy laws, including to request access, correction, deletion, or limitation of your personal information. \n\n For details about our practices and your rights, please review our full Privacy Notices below. \n\n \n\n Click here if you are a California resident: CA Privacy Policy \n\n Click here if you reside in all other U.S. states: Privacy Policy \n\n\nKeywords\n\n Special Education Teacher, Special Education, IEP Support, Academic Intervention, Behavioral Support, Differentiated Instruction, MTSS, RTI, Student Support, PreK–12 Education, Classroom Assistance \n\n MHESSMW1 \nESSMW ESS Clinical Job ID #4285. Posted job title: 2026 - 2027 Special Education Teacher About ESS Clinical Driven by a passion for helping students, ESS Clinical connects certified clinical and special education professionals with K-12 school systems nationwide. Whether you are a speech-language pathologist, occupational or physical therapist, school psychologist, behavioral specialist, or school nurse, we match you with a school-based role that fits your skills and career aspirations. At ESS Clinical, the work you do has the power to change a student’s life. If you are looking for a career with purpose, this is where you belong. Benefits • Weekly pay, • 401k retirement plan, • Medical benefits, • Dental benefits, • Vision benefits, • License and certification reimbursement, • Life insurance, • Pet insurance

Job DescriptionPosition Summary: Casa Central’s Early Learning Academy provides high quality, comprehensive early childhood education services for young children, ages birth to five, and their families. The Center-Based program provides childcare and early childhood education services for children aged two to five. The Program Aide shares responsibility for the health, safety, sanitation, and classroom organization components of the program, in line with Early/Head Start, Preschool for All/Prevention Initiative, Department of Children and Family Services (DCFS) childcare licensing and Child & Adult Care Food Program (CACFP) meal program requirements. Punctuality and attendance are critical to maintaining classroom continuity. Essential Duties and Responsibilities Include the following, other duties as assigned: Program Support • Actively and enthusiastically support recruitment efforts to ensure that the program is fully enrolled year-round., • Attend health fairs, resource fairs, and community events, including occasional evening and weekend events; canvass communities (parks, libraries, laundromats, local businesses, clinics, etc.) to connect with families and share information about early childhood programming., • Ensure that the sanitary conditions in the classrooms and bathrooms are maintained., • Sweep up floor area and wipe and sanitize tables, toys, and equipment as needed to maintain sanitation and safety., • Deep clean and sanitize program/classroom areas as assigned., • Complete daily laundry for program., • Prepare and distribute classroom materials as directed by teaching staff., • Ensure that cleaning supplies are secured in the classroom., • Perform other duties deemed necessary. Program-Specific Activities • Ensure compliance with all Early/Head Start Program Performance Standards, including as interpreted by the Start Early (Grantee), and with relevant federal, state, city, and accrediting/licensing body regulations and requirements., • Engage in Active Supervision strategies to support the safety, wellbeing, and appropriate supervision/oversight of children., • Act in accordance with the program’s Standards of Conduct, building respectful relationships with families, honoring parents/caregivers as their children’s first and most important teachers, and maintaining strict child, family, and staff confidentiality at all times., • Maintain updated knowledge on early childhood education and child development through in-service training, continuing education, and other professional development. Participant Service Delivery • Work and support the teaching teams in room set-up, classroom activities, nap time and meals., • Encourage children to assist in set-up and clean-up, interest areas, activities, and meals., • Actively participate in the classroom activities: interest areas, indoor/outdoor play, field trips., • Supervise children during rest periods., • Assist in moving children through the daily routine and activities. Administrative Tasks • Approve time sheet and ensure compliance with agency and funder guidelines, ensuring that daily activities are within the allowable activities approved by the agency., • Ensure that the Special Conditions list is accurate and current., • As indicated, assist in completing incident reports and other administrative tasks. Performance & Quality Management • Nurture positive and collaborative working relationships with other agency staff and outside stakeholders and partners., • Implement the agency mission, philosophy, and core values to direct daily work and decision-making; adhere to agency policy., • Cultivate a professional and respectful work environment., • Be actively involved with, and knowledgeable about, the agency’s Performance Quality Improvement (PQI) structure and process. General Requirements: Sensitivity to cultural diversity is required. Will be subject to pre-employment screening that includes a medical, lift and drug and alcohol screening, as well as aptitude and skills’ testing, where applicable. Education/Experience: Program Aid must have a high school diploma or equivalency certificate (GED). The program aide shall work under direct supervision of an early childhood teacher and shall not assume full responsibility for a group of children. Language Skills: Bilingual Spanish preferred. Computer Literacy & Knowledge Skills Abilities: Basic computer skills for activities such as completing time sheets and using incident reporting software. Mathematical Skills Basic mathematical skills are required. Operating Environment and Working Relationships: Works collaboratively and routinely with agency personnel, participants, visitors, funders, and other stakeholders. From time to time may be required to work on weekends and/or holidays. Decision Making Authority: Exercises discretion and sound judgment in executing tasks. People Management Positive communication skills with staff and families. Remote Work/Technology (WIFI)/Mobile Phone Usage: Not eligible for remote work. A personal mobile phone is not required and therefore not eligible for mobile phone reimbursement. Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit, talk and listen. The employee frequently is required to use hands. Must be able to lift and carry up to 25lbs. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate. Disclaimer: The statements herein are intended to describe the general nature and level of work being performed by the employee in this position. This job description's content is not intended to be constructed as an exhaustive list of all responsibilities, duties, and skills required of a person in this position.

Job DescriptionBenefits: • 401(k), • 401(k) matching, • Competitive salary, • Paid time off, • Training & development Education Supervisor.pdf 22.91 KBEducation Supervisor – Head Start Program Position Summary The Education Supervisor provides leadership, oversight, and continuous quality improvement for all educational services within the Head Start program. This role ensures full compliance with the Head Start Program Performance Standards (HSPPS, 45 CFR Parts 1301–1305) and all applicable federal, state, and local regulations. The Education Supervisor leads instructional quality, curriculum implementation, assessment systems, and professional development to ensure school readiness outcomes for all children through developmentally appropriate, culturally responsive, and inclusive practices. Supervisory Responsibility Directly supervises Education Coordinators, Lead Teachers, Teachers, Teacher Assistants, and classroom support staff. Provides instructional coaching, mentoring, and performance evaluation. Supports recruitment, onboarding, and retention of qualified education staff. Essential Duties and Responsibilities 1. Educational Program Leadership (HSPPS 1302 Subpart C) Oversee implementation of a research-based, developmentally appropriate curriculum aligned with the Head Start Early Learning Outcomes Framework (HSELOF). Ensure curriculum fidelity, vertical alignment, and integration across all learning domains. Lead instructional planning that supports cognitive, social-emotional, physical, language, and literacy development. Ensure individualized instruction based on child assessment data. 1. Child Assessment and Data Systems (HSPPS 1302.33) Oversee valid and reliable child assessment systems. Ensure data-driven instruction and continuous quality improvement. Monitor ongoing assessment, documentation, and progress monitoring. Lead data analysis for program planning and school readiness goals. 1. School Readiness Goals (HSPPS 1302.102) Lead development, implementation, and evaluation of school readiness goals. Align classroom practices, curriculum, assessments, and family engagement with school readiness objectives. -Ensure coordinated planning across service areas. 1. Professional Development & Staff Development (HSPPS 1302.92) Develop and implement comprehensive training and professional development systems. Ensure staff qualifications and credentials meet federal and state requirements. Support continuous improvement through coaching, mentoring, and reflective supervision. Ensure compliance with teacher qualification standards. 1. Inclusive Practices & Disabilities Services (HSPPS 1302 Subpart F) Ensure full inclusion of children with disabilities. Coordinate with Disabilities Coordinators and service providers. Support implementation of IFSPs and IEPs. Promote Universal Design for Learning (UDL) and individualized supports. 1. Health, Mental Health, and Wellness Integration (HSPPS 1302 Subpart D) Collaborate with health and mental health staff to integrate wellness into classroom environments. Promote trauma-informed, developmentally appropriate practices. Ensure safe, healthy learning environments. 1. Family Engagement Integration (HSPPS 1302 Subpart E) Ensure educational services align with Family and Community Engagement (PFCE) Framework. Support parent involvement in learning and school readiness. Promote culturally responsive family partnerships. 1. ERSEA Alignment (HSPPS 1302 Subpart A) Coordinate with ERSEA staff to ensure education services align with enrollment, attendance, and engagement strategies. 1. Compliance, Monitoring, and Accountability Ensure compliance with all Head Start Program Performance Standards. Lead internal monitoring, classroom observations, and compliance reviews. Prepare documentation for federal, state, and funding source monitoring. Support CLASS implementation and quality improvement initiatives. 1. Governance and Program Systems (HSPPS 1301 & 1303) Provide reports and data to Policy Council and Governing Board. Participate in program planning, grant development, and strategic initiatives. Support coordinated service delivery systems. -Performance Standards Alignment This position ensures compliance with: - 45 CFR Part 1301 – Program Governance - 45 CFR Part 1302 – Program Operations - Subpart A – ERSEA - Subpart B – Safe Environments - Subpart C – Education and Child Development - Subpart D – Health Services - Subpart E – Family and Community Engagement - Subpart F – Additional Services for Children with Disabilities - 45 CFR Part 1303 – Financial and Administrative Management - 45 CFR Part 1304 – Federal Administrative Data Requirements - 45 CFR Part 1305 – Definitions Required Qualifications Master’s degree in Early Childhood Education, Child Development, Education Administration, or related field (preferred). Bachelor’s degree in Early Childhood Education or related field (minimum requirement). Minimum of 3–5 years experience in Head Start or early childhood program leadership. Demonstrated knowledge of Head Start Performance Standards. Experience with curriculum implementation, CLASS, child assessment systems, and CQI processes. Core Competencies Instructional leadership Data-driven decision-making Regulatory compliance Staff supervision and development Program evaluation Cultural and linguistic responsiveness Trauma-informed leadership Collaborative systems leadership Physical and Work Requirements Ability to work flexible hours, including evenings and occasional weekends. Ability to travel between program sites. Ability to lift up to 25 pounds. Equal Opportunity Statement The Head Start Program is an Equal Opportunity Employer and does not discriminate based on race, color, religion, sex, gender identity, sexual orientation, national origin, age, disability, veteran status, or any other legally protected status 1

Job Description Title: K-8 Spanish Teacher Location: CICS Bucktown- 2235 N Hamilton Ave, Chicago, IL 60647 Reports To: Principal Salary Range: Starting salary for certified teachers starts at $70,000 Employee Type: Regular Full Time Start Date: August 2026 Distinctive Schools creates diverse, joyful, welcoming communities rooted in social justice and rigorous learning. We support all learners to be engaged, curious, and to achieve their full potential. Our students become confident advocates, creative problem-solvers, and collaborative leaders. Position Overview Distinctive teachers cultivate a love for learning in every student through strong relationships, high expectations, and a belief that all students can achieve great things in school and beyond. Teachers have a laser focus on instruction that engages learners and provides multiple opportunities for application of learned content. All teachers engage in individual and team deep intellectual preparation and lesson plans aligned to grade-level standards that use the core curriculum. Checks for understanding, student work, and assessments are used to make real-time and planned adjustments and deep review of student work to address gaps in instruction. Teachers have strong content knowledge in the subject-matter they teach in order to recognize, understand and respond to the content problems. At Distinctive Schools, teachers grow through cycles of practice, feedback, practice, and feedback. Teachers build classroom communities with strong routines, rituals, and management practices that maximize time for instruction. Teachers maintain effective and ongoing communication on progress with students and families. Responsibilities Culture • Maintain a student-centered perspective in decision making, • Believe that all students can learn and can achieve great things, • Contribute to the equity work of the campus and network and engage in culturally responsive decision making, • Build and foster a culture of belonging through positive and strong relationships with students, families, and staff, • Cultivate a strengths-based, equity focused mindset, • Foster positive climate and culture, • Serve as a positive role model Preparation, Instruction and Assessment 90% • Implement the DS Model, • Provide consistent opportunities for all students to to work on grade-appropriate, • assignments using the core curriculum, resources, and strategies with frequent checks for understanding, • Deliver strong Instruction that requires that students hold the cognitive lift and are deeply engaged in the learning, • Use core instructional tools to design, prepare and deliver dynamic lesson aligned to grade-level standards that engage students in rigorous learning experiences, • Commit to student-centered, personalized learning that puts the student in the driver’s seat and integrates their needs, strengths and interests into the learning, • Maintain inventory of all instructional materials, • Maintain accurate and complete records of students' progress and development, • Analyze and use assessments that monitor progress to inform and design appropriate response/strategies, making adjustments as needed to support students in mastering grade level standards, • Assess students daily, weekly, and at the ends of units and analyze assessment data through campus and network wide systems, • Engage in coaching and mentoring opportunities to improve instructional effectiveness, • Participate in all required professional development and meetings, • Perform other duties and responsibilities as assigned by the Principal Classroom Culture 10% • Maintain an organized and welcoming environment that provides students with a sense of belonging, joy, hope, and safety, • Manage strong classroom procedures, routines, and rituals that maximize learning, • Build strong relationships with students, families and colleagues, • Communicate effectively and frequently with students and families, • Has a mindset of using restorative justice approach with discipline and behavior management in alignment with campus and network practices, • Collaborate with colleagues to support student growth and achievement Requirements & Qualifications (minimum) Education Bachelor’s Degree Qualifications • Valid Professional Educator License or equivalent in state of employment or Proof of enrollment into a Teacher Certification program within 30 days of employment, • K-12 World Language Spanish Endorsement, • Technology demands:, • Ability to review and analyze student and campus data from multiple source, • Proficient with cloud based software solutions (Google Suite), • Ability to learn digital tools and programs as needed for the position, • Travel as required for training, professional development, and collaboration Physical demands Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing. Benefits • 25+ paid holidays, upfront sick leave, and an accrual-based personal time bank, • 12 weeks family paid leave, • Comprehensive Healthcare (Medical, Dental, Vision), • 403b match, • Fully match up to 3%, • 50% match up to 5%, • Professional development including tuition reimbursement, • Gym and wellness discounts, • And more Description Disclaimer Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder's responsibility. EEO Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law. Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.org or call 773.828.4191

Job DescriptionCompany Description At KIPP Chicago, we are guided by a simple, yet powerful mission: Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. Our campuses are located in the Austin, Englewood, North Lawndale, and West Humboldt Park neighborhoods. KIPP Chicago also advises over 2000 KIPP alumni currently in high school or college through our KIPP Forward program. For more data and information about our successes and vision for the future, visit www.kippchicago.org Job Description POSITION OVERVIEW KIPP Chicago is looking for a dynamic and dedicated Occupational Therapist (OT) to become part of a vibrant educational community. The Occupational Therapist is specially trained to provide services to a student within their least restrictive environment to help each student benefit from his or her special education program. Occupational therapy services address performance within an educational context, including classroom lessons and activities, self-help skills, prevocational and vocational activities, play and leisure, and social skills. Outcomes are directed toward improved student participation in the general education curriculum, access to the school environment, and participation in extracurricular activities. The OT evaluates students through skilled professional observation, therapeutic handling, record review, and parent, student, and teacher interviews. OTs interpret assessment findings and appropriately communicate information to parents and school teams through written and oral means. The OT collaborates with the school team to develop Individualized Education Programs and Section 504 Plans to address the students’ unique needs. This position will be a member of KIPP Chicago’s growing team and will require regular travel between campuses. The Occupational Therapist, under the leadership of the Managing Director of Related Service Providers and in collaboration with teachers and other related service providers, will use effective strategies to serve the needs of students. The Occupational Therapist position is a full-time, in-person role that requires strong daily attendance on campus daily. ROLES & RESPONSIBILITIES The Occupational Therapist position roles and responsibilities include, but are not limited to: Implement Individualized Education Plans Provide therapeutic services to eligible students using a continuum of service delivery models. Provide diagnostic assessment services to students using the established eligibility and exit criteria. Constructs comprehensive reports illustrating the student’s performance and deficits in the area of occupational therapy. Develop IEPs utilizing an educationally based model with goals aligned to educational standards. Participate in required Domain, Referral, FIE and Annual review meetings as needed. Provide consultation to teachers, parents and staff. Provide staff development to school staff in collaboration with other service providers Participate in activities that support students’ educational programs. Attend regional, departmental and CPS related meetings. Complete compliance activities including daily progress notes, weekly documentation of all services delivered, quarterly reports of student achievement (IEP report cards) and record monthly service. Increasing functional use of hands and visual regard by providing stable positions. Improving manipulative skills for self-care and paper/pencil tasks through reach, grasp and dexterity. Improving success for small muscle school tasks by increasing coordination of eye-hand movements. Enhancing ability to learn through sensorimotor activities that address motor planning, attending and behavior issues. Addresses personal care, student role, interaction skills, process skills, play, community integration/work, graphic communication, needs for assistive technology, accessibility, environmental accommodations as required to access their educational environment through collaboration and participation with school staff. Training & Consultation Provide consultation services to classroom teachers, support staff, parents and other KIPP personnel for intervention strategies to meet speech and language IEP goals. Support and facilitate professional development activities and objectives for general education staff and school administrators as needed. Provide strategies to Increase functional use of hands and visual regard by providing stable positions. Promoting competency and safety of educational staff in body mechanics, handling techniques, motor skills and classroom adaptations. Interpersonal and Agency Relations & Communications Consult with community agencies, medical personnel, parents, and other professionals, and act as a liaison among these groups for children with sensorimotor disorders. Conduct screenings to assist in referral of students to available community agencies, as appropriate. Keep service records, computerized IEP records and all other records pertinent to the special education program for the state reports and program accountability. Qualifications QUALIFICATIONS Pass the National Board Certification for Occupational Therapy. Hold a current and active Illinois license to practice as issued by the IL Department of Professional Regulations. This license must be renewed every two years upon payment on or before December 31st of given renewal year Must have a Bachelor, Master, or Doctoral degree in occupational therapy from an accredited occupational therapy program as approved by the AOTA. Knowledge of federal and state special education law and best practices for special education (required) Minimum two years of experience (preferred) Experience working in an urban, public school setting Adheres to professional, ethical and legal standards of practice as defined by the American Occupational Therapy Association Ability to work in-person on campus daily, with strong on-time attendance (required) Cleared CPS Background Check and Faith’s Law Attestation (required) Additional Information COMPENSATION AND BENEFITS KIPP Chicago Schools offers a competitive compensation and benefits package: Salaries based experience related to role and responsibilities Competitive rates for medical insurance and short-term disability insurance. Dental insurance, vision insurance, life insurance, and long-term disability insurance are offered at no cost. Competitive retirement savings benefits For more detail about our Salaries and Benefits at KIPP Chicago, visit our website: https://kippchicago.org/join-our-team/ STATEMENT OF NON-DISCRIMINATION KIPP Chicago Public Schools is committed to a policy of equal treatment for all individuals applying for employment. KIPP Chicago does not discriminate on the basis of race, color, gender, sexual orientation, national or ethnic background. All your information will be kept confidential according to EEO guidelines.

Job Description We are currently looking to fill a teacher role at our North Children's Center in Chicago. SALARY: • The average starting salary for this position will fall in the range of $42,000 and $45,000 annually. Where candidates fall in this range will be based on skill and experience level. ESSENTIAL JOB FUNCTIONS: • Participates in a team approach to planning and implementing program activities. Collaborates with Family Support Workers, Lead Teacher, Program Aide, site partners, and site supervisor for the betterment of the classroom and families., • Assumes responsibility for classroom in lead teacher’s absence., • Participates in childcare and classroom-related activities during parent meetings/workshops., • Participates in ongoing CLASS implementation and monitoring., • Responsible for the implementation of the program’s Planned Language Approach, which is specifically designed to support dual language learners., • Guide and facilitate activities of the children. Ensures appropriate child guidance and discipline and proper ratios are maintained at all times., • Attend all mandated trainings. Set and achieve professional development goals. Share resources with other staff members as appropriate. All professional development to be tracked in Gateways., • Aid in the maintenance of ongoing, high-quality documentation of school readiness skills. Maintain Interrater Reliability through Teaching Strategies Gold., • Participates in the planning and implementation of education home visits and parent teacher conferences as needed., • Help ensure accurate teacher and child files as required by licensing agents, Early Childhood requirements and Metropolitan Family Services., • Ensure all transportation safety procedures are followed including utilization of the bus attendance log if applicable., • Ensure accurate completion CACFP documents in conjunction with the teaching staff., • Develops and maintains effective supportive relationships with parents, children and staff., • Participates in promoting the development of children by contributing to weekly lesson planning using Creative Curriculum including individualization for all children, including monitoring and facilitating accommodations listed in IEPs and IFSPs., • Provides a supportive, caring and safe environment for children., • Use the playground as an extension of the classroom; assures that the playground is safe., • Provides active supervision to ensure the safety of children while in the classroom, during transitions, at time of transportation, and while on the playground. Ensures that no child shall be left alone or unsupervised., • Ensures the usage of agency technology equipment and time are utilized for agency business., • Ensures compliance with the agency’s code of conduct., • Ensures agency’s fiscal integrity by adhering to purchase approval requirements and procedures., • Assists in the development of the agency’s annual program self-assessment., • Ensures all content area data is accurately reflected in the agency’s Program Information Report within set time frames., • Participate in program recruitment efforts to maintain full enrollment., • Other duties as assigned. KNOWLEDGE, SKILLS and ABILITIES: • Ability to work effectively with diverse individuals and groups., • Ability to obtain appropriate Gateways to Opportunity Level 4 Credential. QUALIFICATIONS: • Associate’s degree in early childhood education or child development from an accredited college or university Required, • Bachelors or AA in field outside of ECE with a minimum 60 college credit hours. of which 15 must be in early childhood education or child development and/or with a Gateways Level 4 credential preferred. ADDITIONAL REQUIREMENTS: • Satisfactorily pass all relevant screenings and criminal background checks. TRANSPORTATION/TRAVEL REQUIREMENTS: • Driving for work required with a personally owned vehicle. Travel between sites required. PHYSICAL DEMANDS While performing the essential duties of this job, the employee is required to sit and stand for sustained periods of time, frequently talk, hear, use hands and fingers to feel, handle, and operate objects or controls, and occasionally stand, bend, stretch, stoop, kneel and crouch. The employee is required to have close visual acuity to perform an activity such as preparing and analyzing data and figures, transcribing, and viewing a computer terminal. Metropolitan Family Services puts our people first with a top-of-the-line benefits package. Find out more by clicking here! Some highlights include: • Medical Coverage, Dental Coverage, and Vision Coverage., • Metropolitan Family Services contributions of $2,000 to individual, and $4,000 to family, HSA accounts, pro-rated to your benefits start date., • FREE General Medicine and Behavioral Health Teladoc services provided to all team members., • Ascensus 401K plan services with a 4% employer match, vested at 100% on day one of eligibility. And so much more! Make sure you click here to see the full suite of benefits offered! • Some of the above benefits are available for part-time and temporary workers, but not all. Be sure to inquire upon your hire as to which benefits apply to you. MORE ABOUT US: Metropolitan is Illinois' first comprehensive human services agency and reaches more than 122,970 individuals and families in Chicago, Evanston/Skokie, the southwest suburbs, and DuPage County with services promoting education, economic stability, emotional wellness, and empowerment.

Job Description We are currently looking to fill a teacher role at our HACC Family Center in Chicago. SALARY: • The average starting salary for this position will fall in the range of $42,000 and $45,000 annually. Where candidates fall in this range will be based on skill and experience level. $3,000 Sign-on Bonus for first-time employees with MFS! ($750 on the first paycheck and $1,250 after 6 months of employment and $1,000 after a year). ESSENTIAL JOB FUNCTIONS: • Participates in a team approach to planning and implementing program activities. Collaborates with Family Support Workers, Lead Teacher, Program Aide, site partners, and site supervisor for the betterment of the classroom and families., • Assumes responsibility for classroom in lead teacher’s absence., • Participates in childcare and classroom-related activities during parent meetings/workshops., • Participates in ongoing CLASS implementation and monitoring., • Responsible for the implementation of the program’s Planned Language Approach, which is specifically designed to support dual language learners., • Guide and facilitate activities of the children. Ensures appropriate child guidance and discipline and proper ratios are maintained at all times., • Attend all mandated trainings. Set and achieve professional development goals. Share resources with other staff members as appropriate. All professional development to be tracked in Gateways., • Aid in the maintenance of ongoing, high-quality documentation of school readiness skills. Maintain Interrater Reliability through Teaching Strategies Gold., • Participates in the planning and implementation of education home visits and parent teacher conferences as needed., • Help ensure accurate teacher and child files as required by licensing agents, Early Childhood requirements and Metropolitan Family Services., • Ensure all transportation safety procedures are followed including utilization of the bus attendance log if applicable., • Ensure accurate completion CACFP documents in conjunction with the teaching staff., • Develops and maintains effective supportive relationships with parents, children and staff., • Participates in promoting the development of children by contributing to weekly lesson planning using Creative Curriculum including individualization for all children, including monitoring and facilitating accommodations listed in IEPs and IFSPs., • Provides a supportive, caring and safe environment for children., • Use the playground as an extension of the classroom; assures that the playground is safe., • Provides active supervision to ensure the safety of children while in the classroom, during transitions, at time of transportation, and while on the playground. Ensures that no child shall be left alone or unsupervised., • Ensures the usage of agency technology equipment and time are utilized for agency business., • Ensures compliance with the agency’s code of conduct., • Ensures agency’s fiscal integrity by adhering to purchase approval requirements and procedures., • Assists in the development of the agency’s annual program self-assessment., • Ensures all content area data is accurately reflected in the agency’s Program Information Report within set time frames., • Participate in program recruitment efforts to maintain full enrollment., • Other duties as assigned. KNOWLEDGE, SKILLS and ABILITIES: • Ability to work effectively with diverse individuals and groups., • Ability to obtain appropriate Gateways to Opportunity Level 4 Credential. QUALIFICATIONS: • Infant Toddler CDA-child development associates' certification required., • Associate’s degree in early childhood education or child development from an accredited college or university preferred., • Bachelors or AA in field outside of ECE with a minimum 60 college credit hours. of which 15 must be in early childhood education or child development and/or with a Gateways Level 4 credential preferred. ADDITIONAL REQUIREMENTS: • Satisfactorily pass all relevant screenings and criminal background checks. TRANSPORTATION/TRAVEL REQUIREMENTS: • Driving for work required with a personally owned vehicle. Travel between sites required. PHYSICAL DEMANDS While performing the essential duties of this job, the employee is required to sit and stand for sustained periods of time, frequently talk, hear, use hands and fingers to feel, handle, and operate objects or controls, and occasionally stand, bend, stretch, stoop, kneel and crouch. The employee is required to have close visual acuity to perform an activity such as preparing and analyzing data and figures, transcribing, and viewing a computer terminal. Metropolitan Family Services puts our people first with a top-of-the-line benefits package. Find out more by clicking here! Some highlights include: • Medical Coverage, Dental Coverage, and Vision Coverage., • Metropolitan Family Services contributions of $2,000 to individual, and $4,000 to family, HSA accounts, pro-rated to your benefits start date., • FREE General Medicine and Behavioral Health Teladoc services provided to all team members., • Ascensus 401K plan services with a 4% employer match, vested at 100% on day one of eligibility. And so much more! Make sure you click here to see the full suite of benefits offered! • Some of the above benefits are available for part-time and temporary workers, but not all. Be sure to inquire upon your hire as to which benefits apply to you. MORE ABOUT US: Metropolitan is Illinois' first comprehensive human services agency and reaches more than 122,970 individuals and families in Chicago, Evanston/Skokie, the southwest suburbs, and DuPage County with services promoting education, economic stability, emotional wellness, and empowerment.

Job DescriptionJob Description As a Special Education Teacher at The Menta Education Group, you will have the freedom and ability to educate a small classroom of students in a self-contained setting. Our social-emotional learning environments offer engaged and inquiry-based academics combined with a P.B.I.S. structure. 6340 S. New England Ave. Chicago, IL 606388:00am-3:30pm CT, Monday-Friday, following a school calendarDirect Hire with our school: Return school year after school year (no annual contract)Sign On Bonus for Special Education TeachersResponsibilities • Teach all subjects in a classroom setting, • Provide a differentiated learning environment, • Work collaboratively with staff, including curriculum and clinical staff to yield positive results for the students, • Gain support on-campus from other teachers, administrators, curriculum staff, clinical staff, and various support staff that are Menta employees Have the freedom and ability to personalize learning, • Provide a social-emotional learning environment, • Have a classroom size of around 10 students with paraprofessional support in the classroomQualifications, • IL PEL (Professional Educator's License; out-of-state applicants will need to apply for IL certification) with LBS1 Certification or Other Teacher Certification (Non-Substitute), • Must be flexible in the ability to teach multiple grade levels as student populations change, • Ability to teach a classroom of students within all basic instructional areas, • Ability to work with youth with emotional/behavioral/academic difficulties, • Ability to be flexible, work in teams and creatively problem solve, • Excellent interpersonal and communication skills, with demonstrated ability to speak and write clearly and persuasivelyCompensation & Benefits, • In accordance with the Pay Transparency amendment to the Illinois Equal Pay Act of 2003, information about pay ranges and employee benefits can be found at the following links:, • Compensation Information:, • https://menta.com/compensation-arizona-and-illinois/, • Please refer to the "Special Education Classroom Instruction" section for this position's category., • Negotiable Sign-On Bonus for Certified Special Education Teachers, • Our benefits package includes comprehensive medical, dental, and vision insurance; paid time off (PTO); and a 403(b) retirement plan with an employer match. For more information visit:https://menta.com/employee-benefits-full-time/About Menta Academy Midway Menta Academy Midway promotes independence in students by creating a learning environment that fosters individualization and planning. The program provides support for English and non-English speaking children with disabilities by focusing on the whole child in their native language. Collaborative and data-based problem-solving approaches are utilized to develop appropriate interventions and progress monitoring. The classrooms integrate evidence-based strategies from the Structured Teaching Model developed by Division TEACCH, University of North Carolina-Chapel Hill. Physical structure, visual schedules, work systems, communication systems, and sensory supports are thoughtfully integrated to optimize student success. Midway serves students in grades K-12 and those transitioning from school to life ages 18-21. Disabilities served include autism, emotional disabilities, specific learning disabilities, intellectual disabilities, other health impairments, traumatic brain injury, and multiple disabilities. Professional Associations and/or Partnerships The Menta Education Group affiliates are members/partners with CEC, CASE, Autism Speaks, ASBA, AAPSEC, AASA, CCSSO, SEAA, ASCD, and many more associations that focus on the education of children with disabilities. Equal Opportunity Employer The Menta Education Group (“Menta”) is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, creed, sex (including sex stereotypes, sex characteristics, gender identity and gender expression), color, national origin, religion, age, pregnancy or related conditions, veteran status, sexual orientation, disability or any other basis protected under federal, state or local law. Any individual needing assistance in making an application for any opening should contact Menta’s office.

Job Description Youth Connection Charter School (YCCS) is inviting a creative, energetic, and enthusiastic ELA Teacher (K-12) to work in our small alternative high school settings. Dedicated to serving off-track and out-of-schools students, Youth Connection Charter School was founded in 1997 to provide alternative learning pathways to high school graduation and career success. The ideal candidate will be passionate about teaching with an ability to engage students in the learning process, while creating good student relationships of mutual trust. They will know how to make learning engaging and meaningful, effectively use technology, and be an active team member who fosters student success. YCCS is seeking teachers to share our commitment to education students - if you are an educator who truly believes in your students and their success, contact us now to begin to make a difference! • Bachelor’s degree and a Professional Educator’s license with Secondary English endorsement, • Must maintain current Illinois Certification with subject area endorsement, • Must demonstrate the experience, beliefs, attitude and awareness that indicate cultural sensitivity to the student population served, • Ability to partner with students individually, in family or in group, to help mobilize resources and inner capacity to address barriers to their success, • Knowledge of principles and practices of staff, school, and organizational development Reports to the Principal This is a Union Position Company DescriptionYouth Connection Charter School (YCCS) provides high-performing high school options in 17 campuses across Chicago. YCCS serves youth ages 16 to 21, providing a better chance in contrast to traditional school environments where our students did not succeed or were failed by the system.Youth Connection Charter School (YCCS) provides high-performing high school options in 17 campuses across Chicago. YCCS serves youth ages 16 to 21, providing a better chance in contrast to traditional school environments where our students did not succeed or were failed by the system.

Job DescriptionBenefits: • 401(k) matching, • Dental insurance, • Health insurance, • Paid time off, • Training & development, • Vision insurance Title: PYP Spanish Teacher & Support Teacher Reports to: Director of Lower and Middle School Required: Bachelor's degree in education, world languages, and/or a related field preferred; PYP required training Dates: August 10, 2026–June 11, 2027 Work Days/Hours: Full-time on-site position (50% PYP Spanish Teacher/50% Support Teacher), Monday–Wednesday and Friday, 7:30 AM–3:15 PM; Thursday, 7:30 AM–4:30 PM Job SummaryThe PYP Spanish Teacher & Support Teacher combines the responsibilities of a specialized world language educator and a collaborative classroom support professional within a faith-based, International Baccalaureate (IB) Primary Years Program (PYP) setting. In the Spanish teacher capacity, this individual plans and implements PYP Spanish through skill-based instruction and cultural immersion for students in Kindergarten through Grade 5, guided by Daystar's Transdisciplinary Program of Inquiry in collaboration with classroom teachers. In the support capacity, this individual works alongside Lead Teachers to reinforce learning through small-group instruction, observation of best practices, and active participation in the school community. This position is ideal for a mission-driven educator with a passion for language, culture, and a heart for faith-based education. To learn more about the IB teaching style, visit https://www.ibo.org/benefits/the-ib-teaching-style/ All Staff Responsibilities • Provide a safe school environment—indoors and out—per directives regarding building operations (keys, fobs, alarm codes), the Daystar Distinctives, and Responsive Classroom practices., • Participate in brief staff prayer at 7:35 AM, Monday through Thursday, in the Gathering Place., • Participate in school engagement events to promote positive school culture., • Complete assigned arrival and dismissal duties., • Fulfill essential job functions based on one's specific job description; and during times of school drills or emergencies, assist others as able., • Be punctual, appropriately dressed, and prepared for work on assigned days and times., • Model positive and respectful interactions with students and all members of the Daystar community at all times., • Be an excellent ambassador of Daystar Academy at all times., • Respect all school procedures and chain of command., • Adhere to all requirements outlined in the Staff Handbook and comply with school policies., • Maintain confidentiality about children, their families, and other employees. PYP Spanish Teacher Responsibilities General • Ensure the safety and well-being of all students at all times., • Promptly communicate any observations or concerns regarding students' academic progress, social interactions, or behavior to the appropriate Lead Teacher or administrator., • Refer all parent inquiries or concerns to the Lead Teacher or Director., • Collaborate effectively with teachers and staff through clear communication, problem-solving, flexibility, and encouragement., • Support and implement the Responsive Classroom management philosophy and practices., • Integrate faith into all teaching responsibilities in alignment with Daystar's mission and Statement of Faith. Instructional Duties • Plan and implement PYP Spanish through skill-based instruction and cultural immersion for students in Kindergarten through Grade 5., • Use Daystar's Transdisciplinary Program of Inquiry as a guide for Spanish instruction, developing thematic lessons in collaboration with classroom teachers., • Foster Spanish language skill development and familiarity with cultural norms and customs from the global community, in alignment with the IB's mission to empower globally minded students., • Plan and teach in compliance with the IB PYP Standards and Practices and Daystar's curriculum expectations., • Follow IB and school expectations related to lesson and unit planning, teaching, and reflecting., • Submit unit plans as prescribed by the Director of Lower and Middle School., • Differentiate instruction to meet the varying linguistic and academic needs of students across grade levels., • Assess and reflect on one's teaching in relation to student learning, remaining open to feedback and coaching., • Maintain records related to student growth and achievement, supporting and extending as needed., • Maintain student work samples including teacher feedback and assessment; encourage students to reflect on their work and progress throughout the year., • Provide assessment feedback to students and parents in a timely manner, including updating the Toddle platform regularly., • Communicate in an ongoing and meaningful way with students' parents/guardians about academic and/or behavioral concerns through progress reports and parent-teacher conferences., • Use data consistently to inform instructional practice and support students' academic, social, emotional, and spiritual growth., • Set up and maintain a creative, orderly, clean, and favorable learning environment., • Teach students the proper care, use, and maintenance of classroom materials., • Create and regularly reflect on annual individual goals based on the Daystar Academy staff evaluation., • Actively participate in staff planning meetings, prayers/devotions, and professional growth opportunities, including IB PYP training., • Perform additional duties as assigned by the direct supervisor. PYP Support Teacher Responsibilities General • Become familiar with Daystar's curriculum and the International Baccalaureate (IB) Framework., • Collaborate with Lead Teachers in grading and in providing individual and/or small-group instruction., • Plan and implement small-group lessons as guided by the cooperating Lead Teacher., • Work with Lead Teachers in developing and reflecting on IB Unit Planners., • Provide in-house substitute coverage for Lead Teachers as needed., • Stay informed and reflective about educational issues and best practices., • Suggest classroom activities (implementation subject to Lead Teacher approval)., • Assist in setting up and maintaining a creative, orderly, clean, and favorable learning environment., • Demonstrate and reinforce respectful use of materials and the classroom environment., • Help Lead Teachers with administrative and classroom maintenance tasks., • Support the Responsive Classroom management philosophy and practice., • Communicate observations or student concerns (academic, social, or behavioral) to the Lead Teacher., • Ensure the safety of all students at all times. Arrival, Lunch & Recess Duties • Greet students and ensure safe entry into the building., • Keep the car line moving for continuous student drop-off., • Supervise students during lunch in the cafeteria: monitor noise level and behavior, ensure a safe and inclusive environment, and communicate concerns to the homeroom teacher., • Supervise children in hallways, the lunchroom, and on the playground., • Reinforce classroom directions and procedures., • Support students' social-emotional development during free play, including conflict resolution. Professional Engagement • Attend and participate in in-service training, IB Training, and other meetings as requested by the Lead Teacher or Director of Lower and Middle School., • Collaborate professionally with teachers, support staff, and administration to maintain consistency and continuity., • Use effective problem-solving, flexibility, and communication in collaboration with peers., • Build trust through respectful and professional relationships with parents., • Share relevant parent communication with the cooperating Lead Teacher., • Defer parent questions or concerns to the Lead Teacher., • Seek administrative approval for professional learning opportunities aligned with the program., • Partner with Lead Teachers in giving feedback during Parent/Teacher Conferences about students' academic and social-emotional development. Minimum Qualifications • While we welcome global applicants, we can currently only accept international applicants already paired with a Visa organization., • Bachelor's degree in education, world languages, Spanish, and/or a related field preferred., • Growth mindset about teaching and learning., • Commitment to Daystar's Statement of Faith and to teaching at a Christian school., • Commitment to the faith development of Daystar students., • Knowledge of and/or experience with the International Baccalaureate (IB) Primary Years Program (PYP) is a plus., • Experience in world language instruction across multiple grade levels is preferred., • Proficiency in Spanish; native or near-native fluency preferred., • Ability to collaborate effectively with colleagues, students, and families in a faith-based community.

Job DescriptionJob Description As a Bilingual Special Education Teacher at The Menta Education Group, you will have the freedom and ability to educate a small classroom of students in a self-contained setting. Our social-emotional learning environments offer engaged and inquiry-based academics combined with a P.B.I.S. structure. REQUIRED: IL PEL (Professional Educator's License) with LBS1 Special Education endorsement & must be proficient in reading, writing, and speaking both English and Spanish. 6340 S. New England Ave. Chicago, IL 606388:00am-3:30pm CT, Monday-Friday, following a school calendarDirect Hire with our school: Return school year after school year (no annual contract)Sign On Bonus for Special Education TeachersResponsibilities • Teach all subjects in a classroom setting, • Provide a differentiated learning environment, • Work collaboratively with staff, including curriculum and clinical staff to yield positive results for the students, • Gain support on-campus from other teachers, administrators, curriculum staff, clinical staff, and various support staff that are Menta employees Have the freedom and ability to personalize learning, • Provide a social-emotional learning environment, • Have a classroom size of around 10 students with paraprofessional support in the classroomQualifications, • IL PEL (Professional Educator's License; out-of-state applicants will need to apply for IL certification) with LBS1 Certification or Other Teacher Certification (Non-Substitute), • Must be proficient in reading, writing, and speaking English and Spanish, • Must be flexible in the ability to teach multiple grade levels as student populations change, • Ability to teach a classroom of students within all basic instructional areas, • Ability to work with youth with emotional/behavioral/academic difficulties, • Ability to be flexible, work in teams and creatively problem solve, • Excellent interpersonal and communication skills, with demonstrated ability to speak and write clearly and persuasivelyCompensation & Benefits, • In accordance with the Pay Transparency amendment to the Illinois Equal Pay Act of 2003, information about pay ranges and employee benefits can be found at the following links:, • Compensation Information:, • https://menta.com/compensation-arizona-and-illinois/, • Please refer to the "Special Education Classroom Instruction" section for this position's category., • Negotiable Sign-On Bonus for Certified Special Education Teachers, • Our benefits package includes comprehensive medical, dental, and vision insurance; paid time off (PTO); and a 403(b) retirement plan with an employer match. For more information visit:https://menta.com/employee-benefits-full-time/About Menta Academy Midway Menta Academy Midway promotes independence in students by creating a learning environment that fosters individualization and planning. The program provides support for English and non-English speaking children with disabilities by focusing on the whole child in their native language. Collaborative and data-based problem-solving approaches are utilized to develop appropriate interventions and progress monitoring. The classrooms integrate evidence-based strategies from the Structured Teaching Model developed by Division TEACCH, University of North Carolina-Chapel Hill. Physical structure, visual schedules, work systems, communication systems, and sensory supports are thoughtfully integrated to optimize student success. Midway serves students in grades K-12 and those transitioning from school to life ages 18-21. Disabilities served include autism, emotional disabilities, specific learning disabilities, intellectual disabilities, other health impairments, traumatic brain injury, and multiple disabilities. Professional Associations and/or Partnerships The Menta Education Group affiliates are members/partners with CEC, CASE, Autism Speaks, ASBA, AAPSEC, AASA, CCSSO, SEAA, ASCD, and many more associations that focus on the education of children with disabilities. Equal Opportunity Employer The Menta Education Group (“Menta”) is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, creed, sex (including sex stereotypes, sex characteristics, gender identity and gender expression), color, national origin, religion, age, pregnancy or related conditions, veteran status, sexual orientation, disability or any other basis protected under federal, state or local law. Any individual needing assistance in making an application for any opening should contact Menta’s office.

Job DescriptionAbout the Role:Join TOTUS LINGUA as a Part-Time Spanish Teacher for PreK-8 students in Chicago, IL. Inspire young minds to embrace the Spanish language through engaging and interactive lessons in a supportive environment. Responsibilities: • Develop and implement creative lesson plans that cater to diverse learning styles., • Facilitate engaging classroom activities that promote language acquisition and cultural appreciation., • Assess student progress and provide constructive feedback to enhance learning outcomes., • Collaborate with fellow educators to create a cohesive learning experience., • Maintain a positive and inclusive classroom atmosphere conducive to learning., • Communicate effectively with students, parents, and staff regarding student progress and needs., • Attend professional development workshops to enhance teaching skills and methodologies., • Incorporate technology and multimedia resources to enrich the learning experience.Requirements:, • Bachelor's degree in Education, Spanish, or related field preferred., • Previous teaching experience, particularly with PreK-8 students, is highly desirable., • Strong proficiency in Spanish and English, both written and spoken., • Ability to create a dynamic and engaging classroom environment., • Excellent communication and interpersonal skills., • Passion for teaching and fostering a love for languages in young learners., • Flexibility and adaptability in teaching methods., • Current teaching certification or license in the state of Illinois is a plus.About Us:TOTUS LINGUA has been a leader in language education for over a decade, dedicated to providing high-quality language instruction to students of all ages. Our commitment to fostering a love for languages and cultures has made us a trusted choice for families and a rewarding place for educators to thrive.

Job Description Join our team today! At Mercy Home for Boys & Girls, we are dedicated to empowering youth, fostering hope, and creating brighter futures. Our mission is to be advocates, educators, coaches, and role models for the youth we serve. We strongly believe that every young individual deserves a chance to thrive and reach their full potential. As one of the Top 100 Places to Work in Chicago according to the Chicago Tribune for the past 13 consecutive years, Mercy Home prides itself on prioritizing the growth and well-being of our team. We provide comprehensive training as well as ongoing professional development opportunities throughout your time here. If you're passionate, driven, and dedicated to making the world a better place, then we want you on our team. The committed workers at Mercy Home provide healing, guidance, and opportunity to young men and women in need. How You’ll Make an Impact: You will provide Systemic Strengths-Based Care Management support to Community Care members (former Mercy Home residents, their family or chosen family, Friends First mentees and families, and referrals from stakeholders) and act as a leader to the other Care Managers. In this role, you will: · Work with Community Care members to assess needs and develop goals and a passion plan statement that will guide the care management relationship. · Act as a coach, supporter, and teacher in your relationship with each member. · Build relationships with community-based organizations that will serve as potential referral sources to meet the immediate and future needs of members (i.e., housing, mental health, legal, parenting, food/clothing, etc.). · Collaborate with the Education & Career Resources team when working with members on the Academic Scholarship by attending twice-monthly meetings, supporting assigned Scholars with their academic progress, obtaining required documentation, and attending yearly events, including but not limited to the summer Scholar Retreat and scholar dinners. Plan campus visits once per semester or per year for out-of-state scholars. · Assist members and families in identifying and accessing community resources to enhance stability. · Provide housing research support and establish partnerships with specialized housing/shelter community-based organizations. · Plan and staff Drop-In hours 3–4 times per month with team members from 11 a.m.–3 p.m. · Conduct home visits, community meetings, and collaborative community partnerships as needed. · Fully utilize and input data into the Blueprint system in a timely and accurate manner. · Attend weekly Community Care team meetings and twice-monthly group supervision. · Be responsible for budgeting expenditures within the established budget allotments. · Solve practical problems and deal with crisis situations in consultation with leadership team members. · Take part in Community Care events and activities (such as holiday events and celebrations). What We Need From You: · At least 21 years of age. · Bachelor’s degree or equivalent experience. · Experience working with people from diverse ethnic and racial populations preferred. · Spanish language skills preferred. · A valid Illinois driver’s license, ability to drive a van, maintain a clear driving record, and retain driving approval through the Department of Children and Family Services. · Excellent time management, organizational, and problem-solving skills. · Excellent interpersonal, oral, and written communication skills. · Regular and predictable attendance. · Flexibility in schedule to meet needs of members and event attendance. · Knowledge of traditional case management methods, principles, and documentation procedures. · Ability to work both independently and as an active team member. · Excellent interpersonal, oral, and written communication skills. · Maturity and sensitivity to cultural and individual differences. · Ability to maintain a professional demeanor while exercising judgment and discretion in work. · Ability to follow oral and written instructions. · Ability to read and interpret documents such as operating and maintenance instructions, procedure manuals, and professional journals. · Ability to write reports and correspondence. · Proficiency in Microsoft Word and Excel, as well as the ability to become proficient in other software packages and programs. · Ability to maintain confidentiality. · Ability to lift and/or move up to 40 pounds, and with proper training, be able to physically restrain youth. · Commitment to the mission, values, and goals of the Agency. Basic Information / Schedule Details Schedule: Monday–Friday, 9 a.m.–5 p.m., with flexibility to work evenings as needed to meet member needs, and occasional Saturdays throughout the year for events. Pay: $26 to $27 hourly, full-time Location: West Loop Campus — 1140 W. Jackson, Chicago, IL 60607 Benefits: https://www.mercyhome.org/working-mercy-home-2/benefits/ Why You Will Love Working Here: At Mercy Home, our commitment to providing the best care for the youth we serve extends to ensuring our team receives top-of-the-line training and professional development. We are a Top Workplace as awarded by the Chicago Tribune. Mercy Home for Boys & Girls is an Equal Opportunity Employer and is committed to inclusion and diversity. Visit us at www.mercyhome.org/jobs

Job DescriptionSalary: Up to $58.00/hr About Us: Are you a Speech Pathologist or SLP CFY eager to join a dynamic and supportive team? Look no further! Join Therapy Care, where we have been committed for over 34 years to empowering our therapists with unparalleled support, resources and materials, so our patients can achieve their goals and surpass all expectations of what they might think their limits may be. We specialize in a comprehensive CF mentorship program where you will have frequent opportunities to meet and collaborate with your CF mentor, be part of rounding and professional development meetings, and social events with other clinicians. We have a large lending library and put our priority in collaborating with both the experienced clinician and the person just entering the field. What You'll Do: You will be a Speech Language Pathologist working in the Early Intervention Program and seeing private patients where available.If interested, we also have opportunities in schools, home health, outpatient settings. You set your own schedule and decide how much you would like to work. What You Will Love About Us: • We provide clinical mentorship for new grads, • You will learn to become an accomplished therapist and have opportunities to specialize, • Youll enjoy hands-on support from the officestaff and clinical supervisors, • Monthly in-services for CEUs from nationally recognized speakers to collaborative workshops, • Private Facebook group just for Therapy Care employees to collaborate, ask questions and learn from each other, • Paid time off (PTO), • Comprehensive healthcare insurance (PPO, HSA and HMO avail), • Dental Insurance, • Vision insurance, • Flexible Spending Account (FSA) option for healthcare benefits, • 401(k) retirement accountwith company match, • Paid state license, professional association dues andCEUs What We'll Love About You: • You are remarkable at working in a team environment and independently, • You have outstanding written and verbal communication skills, • You're obsessed with learning, documentation, caring for patients and our clients, • Masters Degree (or like) from an ASHA accredited school for Speech language Pathology, • You have or will obtain your Illinois Speech language Pathology License, • You have or may obtain your Illinois Early Intervention Certification Some More Details: As a member of our clinical team, you will become an integral part ofeach of your patient's services team.Being a part ofour clinical team, you will have the opportunity to closely interact with other clinicians of our lively team, learn how tobecomea remarkable therapist and crush your job responsibilities, which include: • Speech Language Pathologist will assess patients communication skills and identify communication disorders in areas such as articulation, fluency, voice, feeding and swallowing, and expressive and receptive language., • Speech Language Pathologist will participate intesting and screening children (or adults) and IFSP meetings., • Speech Language Pathologist will developing treatment plans and goals, interventions and educational materials., • Speech Language Pathologist will develop home treatmentprograms andprovide training to parents and/or caregivers., • Speech Language Pathologist will instruct assigned support staff use of augmentative communication devices, hearing aids, FM systems, feeding techniques and strategies to implement treatment plans., • Speech Language Pathologist will complete ongoing professional development requirements. Keywords: Speech therapy, school, rehab, rehabilitation, pediatric,IEP, IFSP, childhood, CFY, clinical fellowship, early intervention, early childhood education, apraxia, autism, therapy, sensory,child development, paraprofessional, occupational therapy, speech therapy, sociology, social work, special education, child care, special needs, applied behavior analysis, autism, part-time, behavior therapist, therapy, CPI, TCI, MENTA, crisis management, behavior management, disabilities, developmental disabilities, home care, behavioral health, early childhood , teacher, skills coach , behavior intervention, anxiety, apraxia, aspergers syndrome, attention deficit disorder (ADD),communication disorders,developmental delays,downs syndrome,fragile x,motor skills deficits,non compliance,obsessive compulsive disorder,social deficits,social pragmatic disorder,sensory integration disorder, behavior difficulties disorder, food selectivity,persuasive development disorder (PDD-NOS), global development,behavior difficulties/disorders, attention deficit hyper active disorder (ADHD),global development,learning disabilities,Mental Health, Child Psychology, ABA Tutor, early intervention

Job Description ORGANIZATION ReGeneration Schools, founded in 2016, is a nationally ranked charter program with nine charter schools located in Illinois and Ohio. ReGeneration serves over 1,800 students of whom 99% are minority and 86% are low income. U.S. News and World Report’s 2021 School Ranking listed all ReGeneration elementary schools among the top ten charter elementary schools in Illinois. The recent CREDO study from Stanford University named ReGeneration as the top gap busting schools in ELA in the state of Illinois and third in Math. ReGeneration’s mission is to ensure that all children have equal access to a high quality, college-preparatory education through academic excellence and the content of their character. To learn more about ReGeneration Schools, please visit www.regenerationschools.org. OPPORTUNITY ReGeneration Schools seeks a dynamic Elementary School Principal for the 2026–27 school year who will serve as an instructional, cultural, and people leader, driving exceptional outcomes for students and adults alike. The Principal will cultivate joyful, structured, and achievement-oriented schools while projecting urgency around closing opportunity gaps. The Principal co-leads the school alongside the Director of Operations and is accountable for instructional quality, teacher development, culture, and execution of ReGeneration’s academic and character model. This role is designed for leaders who are highly reflective, deeply coachable, and energized by continuous feedback, and who thrive in a fast-paced, mission-driven environment. ReGeneration is particularly interested in former or current educators with a demonstrated track record of strong classroom results and leadership impact. RESPONSIBILITIES Instructional Leadership & Teacher Development • Lead and continuously strengthen high-quality instruction aligned to ReGeneration’s mission, curriculum, and academic model, ensuring rigorous, joyful learning in every classroom., • Develop teacher practice through frequent classroom observation, actionable feedback, real-time coaching, and weekly professional development, drawing on adult-learning best practices., • Evaluate instructional effectiveness using student data, observation evidence, and outcomes to drive targeted improvement plans for individuals, teams, and the school as a whole., • Build instructional coherence across classrooms by reinforcing consistent routines, expectations, and instructional strategies., • Partner with the Case Manager to ensure faithful implementation of special education services in compliance with all legal requirements. School Culture & Mission Execution • Model and sustain a joyful, disciplined, and values-aligned school culture that reflects ReGeneration’s core tenets and character commitments., • Foster consistency in academic and behavioral expectations in and out of classrooms., • Create coherency in culture and routines within the school., • Provide leadership on creating and maintaining a common language and common standards around school culture throughout the school., • Field all questions and concerns from key stakeholders., • Engage parents and community partners, and providing proactive support to meet student needs., • Drive to improve the minds and lives of students in and out of the classroom. Staff Leadership & Performance Management • In collaboration with the Director of Talent, recruit and retain high performing teachers and staff., • Build a culture of continuous improvement, feedback, and professional growth, holding adults accountable to high expectations while investing deeply in their development., • Develop, coach, and manage teacher performance to create a high performing team., • Hold teachers and school staff accountable for meeting high standards for student academic and behavioral performance. Requirements • Demonstrated commitment to ReGeneration’s mission, core beliefs, and educational philosophy., • Develop and maintain a strong staff culture that is clearly focused on realizing ReGeneration’s mission., • Strong data analysis skills and experience using data to lead others towards the improvement of student outcomes., • Thrives in a fast-paced, high-expectations environment and demonstrates flexibility in response to evolving priorities., • Belief and alignment with ReGeneration's core tenets, beliefs and educational philosophy (e.g., See It-Name It-Do It framework, Leverage Leadership principles)., • Believes low-income students can become college and career ready., • Willingness to work long hours to successfully get the job done., • High expectations for personal and team performance., • Flexible to changing priorities and conditions., • Communicates in an inspiring way., • Organized and able to multi-task to meet deadlines., • Communicates clearly and effectively both verbally and in writing., • Strong interpersonal skills with students, parents, colleagues, and community members., • Reflective about personal strengths and weaknesses and able to effectively balance confidence with humility., • At least 3 years of teaching experience with proven academic results in a state testing grade., • Two years of leadership/coaching experience is strongly preferred., • Bachelor's degree is required. Benefits This position offers a competitive salary range of $105,000 - $165,000. More details can be provided upon request. TO APPLY Please submit a resume online at https://apply.workable.com/j/96F956165B/. ReGeneration Schools is an equal opportunity employer and will not discriminate against any employee or applicant on the basis of race, color, creed, religion, gender, sexual orientation, national origin, age, or disability. For more information, go to www.regenerationschools.org.

Job Description Italian Teacher Job Description Job Description: 10‐Month Faculty Position Title: Italian Teacher Reporting Relationships: Reports to the Principal or AP of Curriculum and Instruction. Collaborates with Division Chairs, Department Chairs, Instructional Coaches, Counselors, and other faculty. Overview: We seek a dynamic, culturally responsive Italian Teacher to join our high school faculty. The ideal candidate will deliver engaging and high-quality instruction in Italian language and culture—from conversational fluency to literary and written expression. This position emphasizes the development of bilingual proficiency, cultural understanding, and college/career readiness, including possible Advanced Placement and interdisciplinary integration. Summary of Responsibilities: Instruction & Curriculum Development ● Create and implement lesson plans aligned with state standards, ACTFL proficiency guidelines, and in-school benchmarks. ● Teach all language domains—listening, speaking, reading, writing—and integrate literature, multimedia, and cultural exploration. ● Develop frameworks for AP Italian or upper-level courses when applicable. ● Incorporate the latest language acquisition methods—such as TPRS, task-based learning, and communicative approaches—and integrate educational technology like Google Classroom or LMS platforms. (himalayas.app, uncommonschools.org) ● Collaborate with colleagues to design interdisciplinary projects that contextualize Italian in history, theology, fine arts, and global issues. Assessment & Student Progress ● Design formative and summative assessments, including oral proficiency evaluations, written exams, and performance assessments. ● Track student growth using proficiency rubrics, gradebooks, and LMS analytics. ● Provide timely feedback to students and families, and participate in conferences to discuss student development. ● Offer intervention sessions, study support, and differentiation to enable success among all learners—including heritage speakers and emerging bilinguals. Classroom Environment & Culture ● Establish a classroom culture rooted in respect, inclusion, and high expectations. ● Utilize culturally responsive teaching and materials to honor Italian-speaking heritage and diversities. ● Celebrate language and culture through student-led presentations, themed events, and extracurricular clubs. (betterteam.com) ● Apply positive behavior strategies and classroom routines to maintain a safe and supportive environment. Professional Collaboration & Development ● Work regularly with department members to refine curriculum, set instructional goals, and share best practices. ● Participate in PLCs, faculty meetings, and professional learning workshops to stay current with trends in language instruction. ● Mentor newer or less-experienced colleagues as needed. Community & Cultural Engagement ● Communicate effectively with families to highlight classroom milestones, student progress, and curriculum expectations. ● Collaborate with community and higher-education partners for Spanish enrichment, including college credit programs, cultural field experiences, or guest speakers. ● Serve as a cultural ambassador for the language program by representing Italian language initiatives at school events, parent nights, and recruitment fairs. Faculty members are expected to: ● Implement curricula and academic interventions that meet grade-level standards ● Design and implement assessments that measure students’ progress toward grade-level standards ● Use student assessment data to refine curriculum and inform instructional practices ● Communicate effectively with students, families, and colleagues ● Create a positive, achievement-oriented, and structured learning environment that excites and invests students ● Collaborate with teachers and leaders to improve instructional, culture-building, and leadership skills by maintaining a cooperative and positive attitude that supports the mission and goals of the school ● Maintain grading records, record daily attendance, and complete all required record keeping as designated by administration ● Maintain open communication with all members of the school faith community ● Be responsive to ongoing instructional coaching and a growth mindset to increase student success ● Attend and fully engage in all professional development, staff meetings, liturgies, and school events such as but not limited to formation experiences, Back to School Night, Open House, Baccalaureate, and Graduation. ● Follow all expectations as outlined in the 2026-2027 Faculty Contract and Handbook ● Any other duty as assigned by the school administration Required Qualifications & Skills: ● Bachelor’s degree in Italian, Education, or relevant field; Master’s preferred. ● Proficiency in Italian (written & spoken) and familiarity with cultural content. ● Classroom management proficiency with diverse student populations. Preferred Qualifications: ● Experience teaching high school Italian, including AP levels. ● Familiarity with ACTFL proficiency standards and bilingual education best practices. ● Previous exposure to interdisciplinary curriculum design and project-based learning. ● Engagement in personal/professional bilingual or cultural experiences abroad or within Spanish-speaking communities. ● Valid secondary teaching certification in Italian. Core Competencies: ● Highly ethical with ability to maintain confidentiality. ● Professional written, verbal, and digital communication. ● Study-based decision-making and continuous improvement orientation. ● Accurate, detail-oriented, and technologically adept. ● Strong collaborator and student-focused service orientation. ● Excellent attendance and reliability. Physical Activity Requirements: ● Routine physical activity associated with a normal school environment. ● While performing the duties of this job, the employee is regularly required to speak and hear to exchange information. ● The employee is frequently required to stand and walk. The employee is occasionally required to sit, climb, and balance; bend at the waist, stoop, kneel, and perform work that involves occasional lifting, pushing, or pulling objects up to 20 lbs. ● Specific vision abilities this job requires include close visual acuity, preparing and analyzing data, viewing computers, and extensive reading. Job Summary: Resurrection College Prep High School is looking for qualified applicants for an opening as a World Languages Teacher. Qualifications: Bachelor's degree and a valid Illinois High School teaching certificate is recommended. Application Procedure: Submit your cover letter, resume, and (optionally) a teaching philosophy to: Vanessa Feaman, Associate Principal, vfeaman@reshs.org

Job Description Position Summary: Casa Central’s Early Learning Academy provides high-quality, comprehensive early childhood services for young children (prenatal to age five) and their families. The Home Visitor is responsible for providing quality home-based services to parents that support the parent’s role as their child’s first and most important teacher. Home Visitors support the children’s and families’ holistic development across domains, supporting their readiness for success in kindergarten and beyond. The Home Visitor will develop rapport with parents and work within the framework of the program’s philosophy and objectives. Essential Duties and Responsibilities: Lesson Planning Work jointly with parents to develop weekly lesson plans based on each child’s assessment and identified family needs, including education, mental health, dental health, nutrition, parent involvement, and social services. Child Screening & Observation Conduct developmental and social-emotional screenings, in collaboration with parents/caregivers. Assist in identifying children with special needs and support the process of necessary referrals, including meaningful inclusion of children with disabilities and diverse learning needs in all program activities. Observe, assess, and document each child’s health, skills, behavior, growth, and development. Participant Service Delivery Travel throughout the city of Chicago to reach families of diverse backgrounds. Plan and implement developmentally appropriate home-based activities following the Parents as Teachers (PAT) curriculum. Work collaboratively to provide children with group socialization experiences in conjunction with peers and supervisors. Serve as an advocate for families in the program, working in collaboration with internal partners and external supports. Schedule and conduct 90-minute weekly home visits for each parent and child; schedule make-up visits when visits are canceled. Participate in case management screenings and staffing. Assess and assist with children’s transition out of Early Head Start. Ensure all families have completed a Needs Assessment and established a Partnership Agreement. Ensure goals, referrals, and support to families are followed up on and entered on to ChildPlus. Ensure all children enrolled are current with their schedule of age-appropriate preventive and primary health care and provide support as needed. Administrative Tasks Approve timesheets and ensure compliance with agency and funder guidelines, ensuring that daily activities are within the allowable activities approved by the agency. Maintain and preserve a confidential family file and online database. Complete data entry into database systems, per assigned due dates, and update as needed. Prepare and submit records including, but not limited to, timesheets, weekly schedules, mileage, in-kind, home visits, and socialization lesson plans. Performance & Quality Management Implement the agency mission, philosophy, and core values to direct daily work and decision-making; adhere to agency policy. Cultivate a professional and respectful work environment. Be actively involved with, and knowledgeable about, the agency’s Performance Quality Improvement (PQI) structure and process. Program-Specific Activities Nurture positive and collaborative working relationships with other agency staff and outside stakeholders and partners. Ensure compliance with all Early/Head Start Program Performance Standards, including as interpreted by Start Early, as well as with relevant federal, state, city, and accrediting/licensing body regulations and requirements. Engage in Active Supervision strategies to support the safety, wellbeing, and appropriate supervision/oversight of children at all times. Act in accordance with the program’s Standards of Conduct, building respectful relationships with families, honoring parents/caregivers as their children’s first and most important teachers, and maintaining strict child, family, and staff confidentiality at all times. Participate in ongoing trainings and staff development provided by Start Early, Casa Central Home Visitor Supervisors, and other consultants, as well as completing online trainings and attending workshops and conferences. Attend regularly scheduled supervision, staff meetings, education meetings, and other gatherings. Encourage parent participation in program activities such as parent-child activities during home visits, socialization, parent meetings, in the Parent Committee Meetings as well as other events and training. Maintain regular and on-going communication with support staff, Home Visitor Supervisor, and Program Director Community Outreach Actively and enthusiastically support recruitment efforts to ensure that the program is fully enrolled year-round. General Requirements: Sensitivity to cultural diversity is required. Will be subject to drug and alcohol screening, as well as aptitude and skills testing. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to perform the essential functions. Education/Experience: A.A. Degree in Child Development, Early Childhood Education, or a related field (defined as at least 21 CD/ECE-related credits); a Gateways Infant/Toddler and/or Early Childhood Education Credential at a Level 3 or above is also accepted, as is a Home Visiting CDA (Child Development Associate) Credential. If an applicant does not meet the above education/credentialing requirements, a Professional Development Plan can be implemented, supported by the agency, with an agreement to achieve the required credential/education level within 12 months of hire. Language Skills: Bilingual/Bicultural in English and Spanish in both written and verbal formats. Computer Literacy & Knowledge Skills Abilities: Data entry skills and skills in managing Microsoft applications (i.e., Outlook) to facilitate communication. Preferred knowledge of ChildPlus or other online database systems. Mathematical Skills: Basic mathematical skills are required. Operating Environment and Working Relationships: Ability to work within an interdisciplinary team as a cooperative and supportive team member. Ability to establish relationships with families from diverse backgrounds. Must understand the scope of community resources and how they can meet the needs of children and families served. Must be able to make home visits to present, prospective and former clients in their own homes. From time to time, may be required to work weekends and/or holidays. The Home Visitor must have demonstrated the ability to establish helping relationships with families of varying educational, experiential, and socio-economic backgrounds and to handle emergency and crisis situations. Decision Making Authority: Exercises discretion and independent judgment in executing tasks. People Management: Ability to utilize reflective practices to provide support to volunteers, interns, and team members. Strong people skills, ability to express oneself clearly and effectively. Must be tactful, mature and flexible. Remote Work/Technology (WIFI)/Mobile Phone Usage:Eligible for remote work and requires the use of personal mobile phone. Reference Casa Central’s Flexible Work Arrangement Policy for reimbursement information. Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit, talk, and engage in conversation in-person and via telephone. The employee frequently is required to use hands. Must be able to lift a 50 lb. Child. Work Environment: Characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate. Will work evenings and weekends, as needed. Local travel required for meetings, trainings, home visits, and family advocacy and engagement activities; reliable personal transportation required. Other: Must have a valid driver’s license, car, and insurance—reliable personal transportation is essential for conducting home visits and community-based work (mileage reimbursement provided by the agency). Must have a cell phone with the capability to add applications to communicate with participants and agency staff (monthly cell phone stipend provided by the agency). Disclaimer: The statements herein are intended to describe the general nature and level of work being performed by the employee in this position. The content of this job description is not intended to be constructed as an exhaustive list of all responsibilities, duties, and skills required of a person in this position.

Job Description JOB TITLE: Teacher- Prek STATUS: Full Time FLSA STATUS: Non-Exempt HOURS/WEEK: 40 DEPARTMENT: Early Childhood Education Mission As stewards of the Vincentian spirit, employees of Marillac St. Vincent Family Services are committed to strengthening and empowering those most in need to reach their greatest potential. We fulfill our mission through quality programs for children, teens, families, seniors and homeless. Core Values Our employees commit themselves as individuals to live out the core values of integrity, excellence, creativity, advocacy, respect and empowerment in our daily work, as we serve the needs of others. Integrity - Acting with transparency, humility and honesty Excellence - Providing quality care with compassion Creativity - Being continuously resourceful and inventive Advocacy - Supporting the cause of those who lack resources for a reasonable quality of life Respect - Recognizing our own value and upholding the dignity and value of all people Empowerment - Providing skills and resources to achieve full human development Team Behaviors • Versatility – Understanding and appreciating different and opposing perspectives on an issue; adapting one’s approach as the requirements of the situation change; an eagerness for positive action; self-control; active listening., • A collaborative work model – Cooperatively working and sharing responsibility; contributing to the group effort; realizing a sense of commitment and ownership in the success of the organization’s goals., • Mutual accountability – Holds others accountable with their roles; provides and receives feedback and takes constructive action., • Client/customer advocate – Identifies opportunities to improve quality of services; presents one’s self professionally., • Protects confidentiality & privacy – Respects and protects information about all staff and clients. General Summary The Teacher works cooperatively with the Lead Teacher to plan and implement the daily education program for the children. With the support and guidance of Lead Teacher, the Teacher will ensure that the classroom activities and environment are developmentally appropriate and reflect the agency’s philosophy and curriculum. The Teacher plans and implements a program designed for the emotional, social, educational and physical development of assigned children, under the direction of the Assistant Director and Program Site Director. The Teacher ensures that the individual needs of the children are met as required by Developmentally Appropriate Practices ,NAEYC, DCFS licensing standards. Duties & Responsibilities Administration • In conjunction with Lead Teacher, develop and maintain confidential education information for children., • In the absences of Lead Teacher, facilitate and document weekly team meetings, • In conjunction with Lead Teacher, monitor and ensure that daily attendance and meal participation reports are completed., • Accurately complete all required program documentation and submit in a timely manner to the Lead Teacher., • Ensure all confidential information is protected., • Work collaboratively with Supervisor and Director to assess strengths, challenges and develop goals annually., • Work collaboratively with Lead Teacher to develop professional goals and review quarterly to make necessary adjustments., • Input classroom data into appropriate information systems. Child Development • Observe, assess, and document each child’s health, skills, behavior, growth, and development., • Provide opportunities for the children to develop positive self-images and experience success., • Ensure the development of individualized education for each child is documented., • Ensure the development and implementation of individualized educational activities is incorporated into lessons plan for each child., • Identify any developmental concerns regarding the children and follow agency protocol. Curriculum • Plan and implement developmentally appropriate classroom activities which will promote the social, emotional, physical and cognitive development of each child., • In conjunction with Lead Teacher, develop lesson plans with goals, objectives activities, and outcomes for children that integrate health, nutrition, mental health, disabilities and parent involvement into the plans., • Work with support staff to integrate assessment results into curriculum and lesson planning., • Demonstrate knowledge and understanding of Early Childhood Education., • In collaboration with the Pre-K Supervisor and Lead Teacher implement and help assess the program’s educational plan., • Work collaboratively with teaching team and support staff to integrate assessment results into curriculum and lesson planning. Classroom Environment • Assume responsibility for the management of the classroom during the Lead Teacher’s absence., • In conjunction with Lead Teacher, maintain a classroom environment which includes positive guidance techniques that meets state and local licensing regulations, NAEYC performance standards and St. Vincent’s philosophy and curriculum., • Ensure that all children are always under appropriate supervision., • In conjunction with Lead Teacher, maintain an attractive, clean, safe, and engaging environment that encourages children’s independence and self-selection of activities., • Establish and create a secure environment that invites learning through exploration and discovery., • Ensure that all children are always under appropriate supervision., • Maintain and care for equipment and materials., • Notify supervisor and appropriate parties of any needed repairs or maintenance in classroom, playground, gym, and large motor room. Parent Involvement • In coordination with Assistant Director, Lead Teacher, and Family Support:, • Schedule and ensure completion of at least two Parent Teacher conferences for each child., • In conjunction with Assistant Director and Lead Teacher, encourage parent participation in the program., • Develop effective partnerships with families., • Provide examples and ideas for educational activities for parent/child participation at home., • In conjunction with Lead Teacher, encourage family engagement, including participation in quarterly Family Engagement Events., • Develop effective partnerships with families. Other • Attend all required meetings and trainings, including mentoring and coaching trainings., • Regularly participate and make contributions at Teacher meetings, trainings, supervision, weekly team meetings; etc., • Complete a minimal of (20) CEU’s annually to meet DCFS and Accreditation continuing education requirements., • Performs other duties as assigned within the scope of the job description., • Track the utilization of materials, recommends supplies, equipment and supplies needed for program., • Provide classroom coverage as needed to ensure teacher and child ratios., • Complete required documentation for funders ., • Follow all mandates of NAEYC, state and local licensing and MSV philosophy and curriculum., • Act with integrity and aspire to model our Core Values in the delivery of all services. Job Requirements Experience/Education Bachelor’s Degree in Early Childhood Education (ECE), Child Development (CD). Gateway Membership ECE-Level 5 (3) years prior teaching experience in relevant early childhood group setting. Qualifications Strong communication skills; able to establish a patient respectful, trustworthy relationship with children. Knowledge of Teaching Strategies Gold, Creative Curriculum and Teaching Strategies Gold online. Knowledge of NAEYC standards and developmentally appropriate practices. Good computer skills. Knowledge of Positive guidance classroom management. Ability to work well with others and model professionalism in the classroom. Language Ability to read and speak English proficiently. Bilingual is a plus. Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. • Must be able to physically interact with children, including talk, hear, sit, stand, walk; use hands and fingers, handle or feel objects, tools, or controls; reach with hands and arms; and stoop, kneel, crouch, or crawl and lift and or move items., • Must be able to manually operate and use a computer and other office equipment., • Possess the ability to fulfill any and all activities normally expected in a classroom setting, to include, but not limited to active participation in group activities., • Ability to clearly hear and understand telephone conversations., • The employee must occasionally lift and/or move up to 25-30 pounds., • At times, may require more than 40 hours per week to perform the essential duties of the position., • Fine hand manipulation (keyboarding)., • This is not a sedentary position but requires constant movement in keeping the planned group activities. Required Skills and Abilities • Knowledge of and ability to implement early childhood curriculum and developmentally appropriate practice for the specific age group (3-5) and be able to remain abreast of developments in the child development field., • Demonstrated leadership abilities and ability to implement reflective discussions and mentoring and coaching., • Ability to communicate and work with diverse families and professionals, • Ability to work as a cooperative and supportive team member., • Ability and willingness to work in a program that services high-risk, low-income community., • Intermediate knowledge of computer application, work-processing software in a Windows environment and ability to learn and master other computer technology/software as needed., • Ability to communicate and respond in a manner that consistently demonstrates respect and concern. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. • In classroom, • Moderate to loud noise, • On the playground

Job DescriptionElementary Education Teacher (Chicago Campus) Salary: $45,000-$72,000 | Monday-Friday, 8:00 AM-4:00 PM | Full-Time Hyde Park Day School (HPDS) is the leading educational program in the Chicago metropolitan area dedicated exclusively to bright students with learning disabilities. We are currently seeking a passionate, patient, and dedicated Elementary Education Teacher to join our Chicago Campus. If you are motivated by the opportunity to make a meaningful impact, teach in a supportive and structured environment, and focus your energy on instruction-not bureaucracy-this is the role for you. Why Join Hyde Park Day School? At HPDS, we believe every student deserves the chance to reach their full potential. Our students, ages 6 to 15, have average to above‑average intelligence but require specialized instructional strategies to succeed academically. Unlike traditional learning environments, we admit only students with moderate to severe learning disabilities and screen for behavioral and emotional concerns-ensuring classrooms are focused, supportive, and designed for success. Our mission is rooted deeply in empowerment. We provide a safe, nurturing environment where students can build self-esteem, develop essential learning strategies, and rediscover the joy of learning. As part of our team, you will play a central role in guiding students through this transformative experience. A Teaching Environment Designed for Success What sets HPDS apart is our commitment to ensuring teachers have the tools, staff support, and instructional structure they need to excel. Teachers at HPDS enjoy: • Small instructional groups with a remarkable 5:1 student-to-teacher ratio, providing unmatched opportunities for individualized attention., • A state-of-the-art instructional and assistive technology program that enhances engagement and supports differentiated learning., • A robust clinical team, including speech pathologists, occupational therapists, and social workers, who collaborate with instructional staff to create comprehensive learning plans., • A strong emphasis on professional development, including access to instructional coaches, ongoing training, and certification opportunities., • FREE Wilson Language Training certification, as HPDS is a Wilson Language Training partner school., • A positive, collaborative environment that prioritizes teachers' growth and professional well‑being.Minimum Qualifications, • Bachelor's degree, • Experience in elementary education and/or a core content area at the secondary level, • Experience with Orton‑Gillingham instruction (preferred, not required) If you are committed to evidence‑based practice and appreciate the opportunity to work in a well‑resourced, supportive school, you will thrive at HPDS. Exceptional Benefits HPDS offers a generous and comprehensive benefits package for all full‑time employees, including: • Medical, dental, and vision coverage (individual + family), • Paid vacation, holidays, and sick time, • Company‑paid short‑term and long‑term disability, • Company‑paid life and AD&D insurance, • 403(b) retirement plan with Roth option, • FSA, HSA, employee assistance program, and 529 college savings program, • Tuition reimbursement for continuing education We believe in investing in our educators because they are the heart of our school. Join a Mission‑Driven, Child‑Centered Community Hyde Park Day School is more than a workplace-it is a community of educators and clinicians dedicated to changing academic trajectories for students who need it most. Our school is uniquely structured so teachers can truly teach, grow professionally, and experience the joy of watching students succeed in ways they never thought possible. Ready to Make a Difference? If this sounds like the opportunity you've been searching for, we'd love to meet you. Please complete an application so we can review your information. We look forward to welcoming you to our exceptional team. The Leslie Shankman School Corporation is an equal opportunity employer. Job Posted by ApplicantPro

Job Description We are currently looking to fill On call/Substitute Teacher role at our HACC Family Center in Chicago. The on-Call/Substitute teacher will work on an on-call schedule as needed and the number of days and hours worked will vary. SALARY: • The average hourly rate for this position will fall in the range of $21-$22.50. Where candidates fall in this range will be based on skill and experience level. ESSENTIAL JOB FUNCTIONS: • Participates in a team approach to planning and implementing program activities. Collaborates with Family Support Workers, Lead Teacher, Program Aide, site partners, and site supervisor for the betterment of the classroom and families., • Assumes responsibility for classroom in lead teacher’s absence., • Participates in childcare and classroom-related activities during parent meetings/workshops., • Participates in ongoing CLASS implementation and monitoring., • Responsible for the implementation of the program’s Planned Language Approach, which is specifically designed to support dual language learners., • Guide and facilitate activities of the children. Ensures appropriate child guidance and discipline and proper ratios are maintained at all times., • Attend all mandated trainings. Set and achieve professional development goals. Share resources with other staff members as appropriate. All professional development to be tracked in Gateways., • Aid in the maintenance of ongoing, high-quality documentation of school readiness skills. Maintain Interrater Reliability through Teaching Strategies Gold., • Participates in the planning and implementation of education home visits and parent teacher conferences as needed., • Help ensure accurate teacher and child files as required by licensing agents, Early Childhood requirements and Metropolitan Family Services., • Ensure all transportation safety procedures are followed including utilization of the bus attendance log if applicable., • Ensure accurate completion CACFP documents in conjunction with the teaching staff., • Develops and maintains effective supportive relationships with parents, children and staff., • Participates in promoting the development of children by contributing to weekly lesson planning using Creative Curriculum including individualization for all children, including monitoring and facilitating accommodations listed in IEPs and IFSPs., • Provides a supportive, caring and safe environment for children., • Use the playground as an extension of the classroom; assures that the playground is safe., • Provides active supervision to ensure the safety of children while in the classroom, during transitions, at time of transportation, and while on the playground. Ensures that no child shall be left alone or unsupervised., • Ensures the usage of agency technology equipment and time are utilized for agency business., • Ensures compliance with the agency’s code of conduct., • Ensures agency’s fiscal integrity by adhering to purchase approval requirements and procedures., • Assists in the development of the agency’s annual program self-assessment., • Ensures all content area data is accurately reflected in the agency’s Program Information Report within set time frames., • Participate in program recruitment efforts to maintain full enrollment., • Other duties as assigned. KNOWLEDGE, SKILLS and ABILITIES: • Ability to work effectively with diverse individuals and groups., • Ability to obtain appropriate Gateways to Opportunity Level 4 Credential. QUALIFICATIONS: • Infant Toddler CDA-child development associates' certification required., • Associate’s degree in early childhood education or child development from an accredited college or university preferred., • Bachelors or AA in field outside of ECE with a minimum 60 college credit hours. of which 15 must be in early childhood education or child development and/or with a Gateways Level 4 credential preferred. ADDITIONAL REQUIREMENTS: • Satisfactorily pass all relevant screenings and criminal background checks. TRANSPORTATION/TRAVEL REQUIREMENTS: • Driving for work required with a personally owned vehicle. Travel between sites required. PHYSICAL DEMANDS While performing the essential duties of this job, the employee is required to sit and stand for sustained periods of time, frequently talk, hear, use hands and fingers to feel, handle, and operate objects or controls, and occasionally stand, bend, stretch, stoop, kneel and crouch. The employee is required to have close visual acuity to perform an activity such as preparing and analyzing data and figures, transcribing, and viewing a computer terminal. Metropolitan Family Services puts our people first with a top-of-the-line benefits package. Find out more by clicking here! Some highlights include: • Medical Coverage, Dental Coverage, and Vision Coverage., • Metropolitan Family Services contributions of $2,000 to individual, and $4,000 to family, HSA accounts, pro-rated to your benefits start date., • FREE General Medicine and Behavioral Health Teladoc services provided to all team members., • Ascensus 401K plan services with a 4% employer match, vested at 100% on day one of eligibility. And so much more! Make sure you click here to see the full suite of benefits offered! • Some of the above benefits are available for part-time and temporary workers, but not all. Be sure to inquire upon your hire as to which benefits apply to you. MORE ABOUT US: Metropolitan is Illinois' first comprehensive human services agency and reaches more than 122,970 individuals and families in Chicago, Evanston/Skokie, the southwest suburbs, and DuPage County with services promoting education, economic stability, emotional wellness, and empowerment.

Job Description Title: Lead Instructional Coach- Literacy Location: CICS Bucktown- 2235 N Hamilton Ave, Chicago, IL 60647 Reports To: Principal Salary: Starting at $80,000, commensurate with experience Employee Type: Regular Full Time Start Date: August 2026 Company Mission Distinctive Schools creates diverse, joyful, welcoming communities rooted in social justice and rigorous learning. We support all learners to be engaged, curious, and to achieve their full potential. Our students become confident advocates, creative problem-solvers, and collaborative leaders. Position Overview The Lead Instructional Coach is an exemplary educator who plays a critical role in building teacher capacity and their understanding of best instructional practices resulting in positive gains in student growth and achievement. The Lead Instructional Coach may also lead Tier 2 or 3 interventions for campus areas of focus. Responsibilities Culture • Maintain a student-centered perspective in decision making, • Believe that all students and teachers can learn and can achieve great things, • Contribute to the equity work of the campus and network and engage in culturally responsive decision making, • Build and foster a culture of belonging through positive and professional teacher-coach relationships, • Honor teacher voice and autonomy, • Cultivate a strengths-based, equity focused mindset, • Celebrate teacher growth and development MTSS Interventions • Facilitate Tier 2 and Tier 3 interventions to support campus growth plan goals and increased student achievement, • Monitor progress of interventions and maintain accurate records, • Intervention assignments are based upon caseload size in alignment with DS Coaching Model Instructional Coaching • Move the performance of individual teachers through goal-setting, observation, co-teaching, modeling, and goal-specific feedback, • Engage in student-focused coaching cycle towards an established goal that leads to improved instructional practices and increase student growth and achievement, • Provide weekly (minimum) coaching for those teachers actively participating in a coaching cycle, • Provide directive coaching as an extension of the formal observation process at the request of the Principal or Assistant Principal, • Prioritize support and coaching on classroom organization, structures, routines, and management, instructional planning, delivery of effective, and student-centered instruction, • Leverage use of video to support coaching and self-reflection, • Analyze classroom data in order to identify strengths and address and act upon areas of focus, • Implement and monitor action steps as determined in the Campus Growth Plan, • Utilize Grow to document feedback, meetings, coaching priorities, action steps, and accomplishments, • Dedicate and schedule time for instructional coaching in alignment with the DS Instructional Coaching Model and in partnership with the Assistant Principal and/or Principal, • Create a weekly coaching schedule that reflects coaching caseload and priorities and submit to the Assistant Principal, • Perform other duties as assigned Instructional Leadership • Meet with the Assistant Principal/Principal weekly to review coaching cycles, receive feedback, and make mid-course corrections, • Participate in instructional coach collaboration opportunities and meet with Academic Team designee as requested, • Lead with equity-driven, evidence based practices, • Serve as a member of the school’s Instructional Leadership Team and perform other ILT duties, • Contributes to the development of and implementation of the campus growth plans, • Participate in all required professional development, • Contribute to the design, planning, and facilitation of New Teacher Institute, Welcome Week, Regional Collaboration Days, and campus professional development, • Facilitate Data & Design Meetings and planning meetings for assigned teams, • Maintain personal commitment to professional growth by remaining current in research and best practices, and engaging in continuous professional learning Requirements (minimum) Education: Bachelor's Degree Qualifications • Valid Professional Educator License or equivalent in state of employment Valid Professional Educator License or equivalent in state of employment, • Content Area Endorsement (Academic expertise in related fields of study), • 5 years of lead classroom teaching experience or instructional leadership experience, • 1 year of experience working in urban school setting, • Proven success of student growth, • Knowledge of and experience with evidence-based language acquisition strategies, WIDA Language Development Standards, Common Core Standards, • Technology demands:, • Ability to review and analyze student and campus data from multiple sources, • Proficient with cloud based software solutions (Google Suite), • Ability to learn digital tools and and programs as needed for the position, • Utilize Grow to support coaching documentation, • Travel as required for training, professional development, and collaboration, • Must maintain an average of ‘Proficient’ or above on annual Lead IC Performance evaluation, • Must attend DS Summer PD Institute, • Must be willing to work an extended academic calendar year of 11 months Physical demands Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing. Benefits • 25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions), • 12 weeks family paid leave, • Comprehensive Healthcare (Medical, Dental, Vision), • 403b match, • Fully match up to 3%, • 50% match up to 5%, • Professional development including tuition reimbursement, • Gym and wellness discounts, • And more Job Description Disclaimer: Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder's responsibility. EEO: Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law. Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.org or call 773.828.4191

Job DescriptionCompany Description At KIPP Chicago, we are guided by a simple, yet powerful mission: Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. Our campuses are located in the Austin, Englewood, North Lawndale, and West Humboldt Park neighborhoods. KIPP Chicago also advises over 2000 KIPP alumni currently in high school or college through our KIPP Forward program. For more data and information about our successes and vision for the future, visit www.kippchicago.org Job Description About KIPP Chicago At KIPP Chicago, we are guided by a simple, yet powerful mission: Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. Our campuses are located in the Austin, Englewood, North Lawndale, and West Humboldt Park neighborhoods. KIPP Chicago also advises over 2000 KIPP alumni currently in high school or college through our KIPP Forward program. For more data and information about our successes and vision for the future, visit www.kippchicago.org About KIPP Public Schools KIPP Chicago partners with the KIPP Foundation, a nonprofit organization that supports schools across the country. KIPP Public Schools is a national network of public charter schools that prepares students with the skills and confidence to create the future they want for themselves, their communities, and us all. We are currently a network of 278 schools, nearly 15,000 educators, and 175,000 students and alumni. When you teach at KIPP, you’re part of a national network that partners with families and communities to create nurturing, rigorous, and joyful schools in pursuit of a more just world. Job Description KIPP Chicago seeks an experienced individual for the position of Office Manager. The OM is the face of the school and delivers first-class customer service to all constituents in the building, including students, parents, staff, and guests. The Bilingual OM also holds a unique role as a key Spanish language communication lead for the school’s operations team with our Spanish-speaking families. The OM’s primary responsibilities are to operate a welcoming and efficient main office, to coordinate student enrollment and attendance, and to provide daily support to teachers and the school’s leadership team. The OM will report to the school’s Director of Operations. RESPONSIBILITIES Communicate effectively in Spanish and English with students and families Translate weekly newsletters and family communication in accurate written Spanish Create a neat, welcoming, and organized office environment Welcome parents and visitors, maintain visitor logs, and respond to visitor & parent requests Ensure all visitors are accounted for in the building Answer phones, redirect inquiries as appropriate, and relay messages to staff in a timely manner Oversee student attendance: process late arrivals, communicate with teachers and school leadership re: student absences, call families of absent students, ensure attendance is accurately logged in PowerSchool and IMPACT student information systems each day, and process early dismissals Coordinate new student enrollment: process incoming applications, send acceptance/waitlist letters, manage waitlist, and assist parents with online enrollment Maintain teacher work room and ensure that copiers/printers are in working order Maintain school supply closet and assist with inventory control Process and fulfill staff supply requests Receive, distribute, and prepare incoming/outgoing mail and shipments Assist with coordination of school events Assist with production and distribution of memos & newsletters Maintain complete sets of all parent and staff forms Order and distribute school uniforms and assist with inventory control Coordinate student health services: monitor student health and safety for any unusual/troubling trends, coordinate with site nurse to ensure that students receive appropriate care Qualifications QUALIFICATIONS Oral and written fluency in Spanish, as well as English A minimum of two years school administrative experience Ability to work 50 hours/week in person, 7 AM - 5PM at school location. Experience with IMPACT SIM preferred Excellent oral and written communication skills Excellent organizational skills and detail orientation Strong typing and technology skills, specifically with Microsoft Office and Google Drive Evidence of strong interpersonal skills Evidence of personal initiative and follow through Demonstrated passion for and commitment to the KIPP mission At least two years of college, BA preferred Ability to lift 30 lbs. unassisted Cleared CPS background check & Faith's Law Attestation before start of employment Additional Information COMPENSATION AND BENEFITS KIPP Chicago Schools offers a competitive compensation and benefits package: Hourly rate is based on experience related to role and responsibilities; overtime rate applies to 10 hours worked over 40 hours each week. Contributions to 403b retirement plan Competitive rates for medical insurance and short-term disability insurance. Dental insurance, vision insurance, life insurance, and long-term disability insurance are offered at no cost. Competitive Retirement Savings Benefits STATEMENT OF NON-DISCRIMINATION KIPP Chicago Public Schools is committed to a policy of equal treatment for all individuals applying for employment. KIPP Chicago does not discriminate on the basis of race, color, gender, sexual orientation, national or ethnic background. All your information will be kept confidential according to EEO guidelines.

2026/27 School Year 2-Full-Time Speech Language Pathologist-Liberty JH Professional Teaching Standards Individuals serving in this capacity are expected to adhere to the Knowledge and Performance indicators of the adopted Professional Teaching Standards for Burbank School District 111. Examples Of Duties • Perform diagnostic assessments of pupil speech and language development using standardized tests and developmental speech and language inventories, • Confer with parents regarding speech and language status and management, • Confer with instructional staff in the assessment and remediation of speech and language disabilities, • Provide individual and group stimulation of speech and language abilities, utilizing behavior modification, oral facilitation, phonemic vocalization, vocabulary development, auditory processing, and receptive/expressive language, • Plan, organize, and perform intensive individualized speech and language programs for students experiencing various speech/language disabilities, • Maintain clinical file recordings of speech and language evaluation information, observations, and recommendations for the remediation of speech and language disabilities, • Provide trimester progress reports to parents/guardians based on IEP goals, • Evaluate students experiencing speech and language difficulties and report therapy progress to the instructional staff and to parents, • Share the Speech/Language Evaluation information with the parents/guardians and classroom teacher, • Write up a format Individualized Education Plan for a child who qualifies for speech and/or language services, • May develop an individualized speech workbook to supplement home training and to facilitate speech and language progress, • Utilize a variety of instructional aids and equipment in remedying speech and hearing disabilities and may demonstrate uses of the instructional materials and equipment to parents/guardians or staff as necessary, • Maintain appropriate standards of pupil behavior, utilizing a variety of behavior management strategies and techniques, emphasizing positive reinforcement and behavior shaping procedures, • Maintain an effective therapy environment through the proper control of heating, lighting, and ventilation, and the utilization of exhibits, displays, and independent therapy sessions, • Select and requisition appropriate instructional supplies, materials, equipment, and learning aids, • May perform a variety of non-instructional duties, including therapy and instructional development activities, student supervision, and advisory and consultative functions Qualifications Hold appropriate certification and endorsement(s) Knowledge of : • Principles, theories, methods, techniques, and strategies pertaining to the diagnosis and remediation of speech and language disabilities, • Developmental, social, and behavioral characteristics of elementary age pupils, • Speech and language remediation goals and objectives, and the trends and research findings of speech and language remediation processes, • Behavior management and behavior shaping strategies, techniques, and methods, • Socio-economic, cultural, and language differences of the general school population Ability to : • Plan, organize, develop, and conduct an intensified diagnostic and therapy program for children experiencing speech and language disorders, • Provide appropriate and effective language and speech therapy experiences for students from a wide range of socio-economic and cultural backgrounds and with varying mental, social, and emotional abilities Evaluation Performance in this position will be evaluated in accordance with provisions of the approved and adopted Burbank School District 111 Evaluation Plan. • Starting Salary Minimum $51,151, • PTO/Medical/Dental Insurance, • Deadline until filled

The primary purpose of the Teacher Assistant is to support the classroom teacher in delivering instruction and managing the learning environment. This includes helping with lesson preparation, supervising students, reinforcing learning concepts, providing individual or small group support, and assisting with classroom organization and behavior management. Qualifications: • Education: Associates Degree or 60 credit hours from accredited College or University, • Ability to work cooperatively and collaboratively with others, demonstrate self-discipline and initiative, • License: Valid Paraprofessional and/or Substitute Teaching certificate from the Illinois State Board of Education Essential Duties and Responsibilities: • Work with individual students or small groups of students to reinforce learning of material or skills introduced by the teacher., • Assist with lesson preparation by copying and distributing materials, equipment and handouts., • Support students who need additional assistance including those with learning difficulties or language barriers., • Reinforce learning concepts introduced by the teacher., • Discuss assigned teaching areas with classroom teachers to coordinate instructional efforts., • Communicate with the teacher about student performance and needs., • Assist with recording of the daily attendance., • Assists students, individually or in groups, with lesson assignments to reinforce learning concepts., • Assist the teacher with the supervision of students during emergency drills, assemblies, play periods, media center, and field trips., • Assist the teacher in keeping bulletin boards and other classroom learning displays up to date., • May be required to assist in the supervision of students at recess, lunch and bus arrivals and departures; escort and/or remain with classes in Art, Music and Physical Education as requested., • Serve as a source of information and help to any substitute teacher assigned in the absence of the regular teacher., • Participate in in-service training programs and professional development., • Maintain a high level of ethical behavior and confidentiality of information about students., • One-on-one assignments only: Work with one student on a one-on-one basis in carrying out activities that have been initiated by the student's I.E.P (Individual Educational Plan)., • Assist students with physical needs including toileting and mobility needs if working with students with disabilities., • Encourage positive behavior and social interactions., • Operate equipment used in the classroom for instructional purposes., • Offer emotional and social support to students. Working Environment: • Exposure to the following situations may range from remote to frequent based on circumstances and factors that may not be predictable. Subject to stress caused by a changing environment, tight deadlines and heavy workload., • Frequent use of electronic mail., • Accidents improbable outside of minor injuries, such as cuts, scrapes, or bruises., • No exposure to chemical or health hazards., • Primarily require working indoors in environmentally controlled conditions., • Normal effort or occasional periods of light physical activity. Evaluation: Performance of this job will be evaluated in accordance with the provisions of Board policy on evaluation of support staff. Bellwood School District 88 and SEIU 73 Job Description committee reserves the right to modify, interpret, or apply this job description. This job description is not an employment contract, implied or otherwise.

Casa Central's Early Learning Academy provides high quality, comprehensive early childhood education services for young children, ages birth to five, and their families. The Assistant Teacher helps provide effective instructional strategies, classroom management, learning, and assessment, for children ages 3-5 years old. The Assistant Teacher provides developmentally appropriate learning experiences, supervision of children assigned in the classroom, and a supportive and positive classroom climate, while ensuring the individual needs of the children are met as mandated by Head Start, COA, federal, state and local standards. The Assistant Teacher works in collaboration with the Lead Teacher, parents/families, and other professionals to ensure that children are ready for success in kindergarten and beyond. Include the following, other duties as assigned: Lesson Planning • Assist teacher in lesson planning, classroom studies and related learning activities, interest areas, reading and math literacy activities, and planning and executing individualized approaches for children with disabilities. Child Screening & Observation • In collaboration with the teaching team, conduct developmental and social emotional screenings., • Document observations on child development and progress across a variety of developmental domains. Participant Service Delivery • Assist in creating an atmosphere in which children can learn and develop across multiple domains., • Establish rapport and respectful relationships with the parents and caretakers of children in the classroom., • Conduct learning activities, including storytelling and dictation, oral reading, arts and crafts., • Work with the teaching team in room set-up, classroom activities, naptime and meals., • Encourage children to assist in set-up and clean-up, interest areas, activities and meals., • Supervise children during rest periods., • Assist in moving children through the daily routine and activities., • Prepare and distribute classroom materials., • In the absence of the teacher, lead the daily routine, supervising the other teaching team members, attending home visits with Family Development Specialists, and conducting Parent-Teacher conferences., • Update parents on progress and events at the end of the day, including Accident and Incident Reports., • Maintain clean, organized classrooms. Administrative Tasks • Approve time sheets and ensure compliance with agency and funder guidelines, ensuring that daily activities are within the allowable activities approved by the agency., • Complete documentation including meal attendance on a daily basis, weekly observations on assigned children, updating portfolios of children, writing accident/incident reports and reporting to parents. Performance & Quality Management • Nurture positive and collaborative working relationships with other agency staff and outside stakeholders and partners., • Implement the agency mission, philosophy, and core values to direct daily work and decision-making; adhere to agency policy., • Cultivate a professional and respectful work environment., • Be actively involved with, and knowledgeable about, the agency's Performance Quality Improvement (PQI) structure and process. Program-Specific Activities • Ensure compliance with all Early/Head Start Program Performance Standards, including as interpreted by Start Early, as well as with relevant federal, state, city, and accrediting/licensing body regulations and requirements., • Engage in Active Supervision strategies to support the safety, wellbeing, and appropriate supervision/oversight of children at all times., • Act in accordance with the program's Standards of Conduct, building respectful relationships with families, honoring parents/caregivers as their children's first and most important teachers, and maintaining strict child, family and staff confidentiality at all times., • Maintain knowledge on early childhood education and child development through in-service training, continuing education and other professional development. Community Outreach Actively and enthusiastically support recruitment efforts to ensure that the program is fully enrolled year-round. Sensitivity to cultural diversity is required. Will be subject to pre-employment screening that includes a medical, lift and drug and alcohol screening, as well as aptitude and skills' testing, where applicable. Language Skills : Bilingual Spanish preferred. Mathematical Skills Basic mathematical skills are required. Operating Environment and Working Relationships: Ability to work within an interdisciplinary team as a cooperative and supportive team member. Ability to establish relationships with families from diverse backgrounds. Knowledge of Head Start Performance Standards. Decision Making Authority: Exercises discretion and sound judgment in executing tasks. People Management Ability to utilize reflective practices to provide support to volunteers, interns, and team members. Must be tactful, mature and flexible. Not eligible for remote work. A personal mobile phone is not required and therefore not eligible for mobile phone reimbursement. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit, talk and hear. The employee frequently is required to use hands. Must be able to lift and carry up to 25lbs. The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate. The statements herein are intended to describe the general nature and level of work being performed by the employee in this position. The content of this job description is not intended to be constructed as an exhaustive list of all responsibilities, duties, and skills required of a person in this position. Receipt of the position description does not imply nor create a promise of employment, nor an employment contract of any kind, and that my employment is at-will. • The job description provides a general summary of the position in which I am employed, that the contents of this job description are job requirements, and, at this time, I know of no limitations which would prevent me from performing these functions with or without accommodation. I further understand that it is my responsibility to inform my supervisor at any time that I am unable to perform these functions., • Job duties, tasks, work hours and work requirements may be changed at any time.

Chicago Public Schools (CPS) is a district on the rise, serving over 325,000 students in 500+ schools and employing over 45,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. Aligned with our transformed philosophy, we are steadfastly focused on ensuring that the District provides resources equitably to support every student, every school, and every community. Six core values guide the work we do every day for our students student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. Each role in the district supports our vision that every student deserves a rigorous, joyful, and equitable learning experience. The Office of Multilingual-Multicultural Education (OMME) exists to guide CPS in providing a high-quality education for all language learners that is attentive to a culturally and linguistically diverse community of students, families, and educators. OMME aims to achieve its mission through strategic planning, collaborative partnerships, professional development, and the production of tools and resources to improve instruction. Job Summary: Reporting to the School Principal, and under the immediate supervision of a teacher holding a valid state certificate directly engaged in teaching subject matter or conducting activities, the Bilingual Teacher Assistant utilizes bilingual skills in English and Spanish, assists in the instruction of pupils, and performs related duties as required. The Bilingual Teacher Assistant will be held accountable for the following responsibilities: • Use bilingual skills and assist in the supervision of students during lunchroom and playground activities, • Provide security functions within the school, such as monitoring corridors and reviewing student identification cards, • Assist students in understanding and completing classroom assignments, • Assist teachers in preparing bulletin boards and displaying students work in classrooms, • Operate photocopying and duplicating machines to reproduce educational materials, • Assist in maintaining the orderly arrangement of classrooms, • Greet and direct visitors to appropriate areas of the school, • Consult with teachers regarding concerns of individual student, • Operate audio-visual equipment, such as video cassette recorders, movie projectors, film strip projectors, tape recorders, and phonographs, • Tutor students under the supervision of the classroom teacher, • Assist in collecting and grading students' homework assignments and examination materials under the supervision of the classroom teacher, • Assist in supervising the loading and unloading of students on school busses, • Assist in the receipt, processing, and issuance of new books under the supervision of the classroom teacher, • Collect daily classroom absentee reports and contact parents and guardians to verify causes of student absences, • Assist elementary school teachers with wraps and toilet recesses as necessary, • Assist in the supervision of the school procedure to sell public transportation passes to students., • Other duties as assigned In order to be successful and achieve the above responsibilities, the Bilingual Teacher Assistant must possess the following qualifications: • Education Required: High school diploma or GED equivalent required, • Valid TASN (NCLB) paraprofessional license from the Illinois State Board of Education (ISBE) required, which may be applied for and obtained after the successful completion of at least 60 semester hours of college credit at a college or university accredited by the North Central Association or successful completion of a paraprofessional exam (WorkKeys or ParaPro)., • Experience Required: N/A, • Knowledge, Skills, and Abilities: Good knowledge of proper grammar and spelling in English and Spanish Basic knowledge of mathematics; knowledge of CPS rules and regulations Ability to work with/for school-age children Ability to follow written and oral instructions Ability to operate basic office equipment Ability to communicate effectively with the public Good oral and written communication skills in English and Spanish Good reading skills Skill in operating audio-visual equipment and personal computers is highly desirable Conditions of Employment As a condition of employment with the Chicago Public Schools (CPS), employees are required to: Establish/Maintain Chicago Residency - Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions; however, all CPS employees must be residents of Illinois.

Apply Job Type Full-time Description Educare Chicago provides high-quality care, best-in-class education, and a stimulating learning environment to children from birth to five years old on Chicago's South Side. As a program that serves low-income families, Educare's research-based program helps children develop the literacy, language, early math, and social-emotional skills they need to succeed in kindergarten and beyond. We are recruiting individuals who want to join us in this mission and share a commitment to our core values of appreciation & respect, empowerment, diversity, excellence, learning, and communication. The Inclusion Aide will assist students with disabilities and special needs, including safety, personal care needs, facilitating total inclusion in the daily curriculum, and execution of classroom activities. The Inclusion Aide will help maintain a developmentally appropriate classroom environment and meet the individual needs of children as mandated by federal, state, and local standards. The Inclusion Aide will also ensure the execution of individualized Implementation and interim plans, as well as Conscious Discipline curriculum support. Reporting to the Disabilities & Mental Health Supervisor, you will: • Provide information to the Lead Teacher that will assist in the referral process for children with special needs., • Assist the teaching team in maintaining a classroom environment that includes positive guidance techniques that meet state and local licensing regulations and Head Start performance Standards., • Collaborate with the internal team to implement the Interim & Implementation plans and other identified needs related to special needs development., • Complete monthly progress reports regarding children with Implementation and Interim Plans., • Assist the teaching team in gathering documentation such as assessment data, work samples, observations, and reports., • Assist the teaching team in implementing the Conscious Discipline curriculum. Requirements • High School Diploma or G.E.D required., • Minimum of 6 credit hours in Early Childhood Development Preferred., • Associate Degree in Education preferred., • Minimum of one to two years of experience working with children with disabilities and/or challenging behavior in an early childhood or childcare program., • Ability to learn and implement Head Start Performance Standards., • Willingness to learn about theories and principles of child growth, development, and early childhood education., • Willingness to learn how to address mental health challenges and work with special needs children., • Willingness to participate in ongoing professional development., • Ability to implement strategies and instruction gained from professional development., • Communicate effectively and function well with parents, staff, and various professional community groups., • Good communication (written and verbal), and interpersonal skills., • Ability to follow as directed child development and early childhood principles and practices., • Ability and willingness to work in a program located in a high-risk, low-income community., • Ability to be flexible with transitions to different classrooms throughout the day., • Ability to exercise discretion in handling confidential information and materials., • Current physical renewed every two years with a TB test. (Initial physical exam cannot be dated more than 6 months prior to the 1st day of employment)., • Two doses of MMR, and a TDAP less than 10 years old., • Exposed to moderate noise levels., • Job requires lifting up to 40 pounds., • Must be able to stoop, kneel, crouch, and crawl. Should be able to run., • Must be mobile; ability to sit on the floor and stand., • Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus, • Ensures environment is safe and in good repair., • Reports any unsafe conditions., • Ensures all children are within sight and sound at all times and no child is left unsupervised. Clearance of Background Check by Illinois Department of Children and Families., • Deep commitment to advancing diversity and incorporating it into interpersonal routines and practice., • Efficiently establish and handle relationships with colleagues/clients and gain their trust and respect., • Relief and experience in handling risk and uncertainty to move work forward. Salary: $36,000.00 - $38,000.00 + $1,500.00 Sign On Bonus Our generous benefit plan includes: Comprehensive Health Plans, Commitment to Diversity & Inclusion, Holistic Wellness Program, Professional Development Program, 401k Contribution, Paid Volunteer Days, 6 months paid parental leave, and much more. Start Early is an equal opportunity employer. We celebrate diversity and are committed to our core values by creating an inclusive environment for all staff. Start Early is an equal opportunity employer. We celebrate diversity and are committed to our core values by creating an inclusive environment for all staff.

Job DescriptionBenefits: • 401(k) matching, • Health insurance, • Paid time off, • 401(k), • Dental insurance Daystar Academy, an IB continuum school in the city of Chicago, serves students in primary, middle school and high school. We are looking for a highly qualified, justice-minded middle school teacher for grades 6-8 for the 2024-2025 school year. This full time position would include teaching: 6th-8th grade IB Middle Years Program (MYP) Language and Literature Why Daystar Academy? • Compelling Mission: Empower students to positively impact the world through a faith-based, culturally-engaged, globally-minded education., • World Class Location: Based in the South Loop neighborhood of Chicago near the bustling Loop city center and world-renowned institutions such as the Art Institute, Field Museum and Shedd Aquarium., • Legacy of Excellence: Teach at a school with a reputation for academic excellence, spiritual dedication and commitment to diversity., • Vibrant, Diverse Community: Engage with a supportive community of parents, staff, and students who represent and embrace all the diversity Chicago has to offer., • Supportive Environment: Benefit from a dedicated staff, care for your well-being, and professional development opportunities.The minimum qualifications for this position:, • While we welcome global applicants, we can currently only accept international applicants already paired with a Visa organization, • Bachelor's degree in education and/or related field, • Teaching Certification, • Experience with inquiry-based teaching and learning, • Experience with and value of culturally-responsive pedagogy, • Growth mindset about teaching and learning, • Commitment to Daystar’s Statement of Faith: https://drive.google.com/file/d/1ADeTkaXa8HzHq5Ctgjm53cUJD7GP1EmS/view and working at a Christian school, • Commitment to the faith development of Daystar students, • Knowledge of and/or experience with the International Baccalaureate (IB) Middle Years Program (MYP) and/or IB Diploma Program (DP) would be a plusMiddle School lead teacher job summary: A middle school lead teacher works individually and collaboratively to plan and implement the IB-MYP program in consistent and creative ways, informed by the MYP subject guide as supplied by the IB. The lead teacher creates and carries out unit plans and assessments that are aligned with the International Baccalaureate (IB) MYP framework, the Common Core Standards and/or other state/national standards (subject dependent). Lead teachers work to integrate faith into their teaching responsibilities. Lead teachers will consistently use data to inform their instructional practice and support students to grow academically, socially, emotionally and spiritually. Essential Job Functions Relative to role as Middle School Lead Teacher: • Provide a safe learning environment based on Daystar Distinctives and Responsive Classroom practices., • Plan and teach, guided by appropriate standards (the common core standards or other prescribed standards, such as NGSS), and in compliance with the International Baccalaureate Standards and Practices as found in the MYP and DP subject guides, as well as according to Daystar’s expectations., • Follow IB expectations related to lesson and unit planning, teaching and reflecting., • Submit unit plans as prescribed by Director of the Middle School and High School., • Assess and reflect upon one’s teaching related to student learning., • Maintain records related to student growth and achievement, supporting and extending as needed., • Maintain student student work samples, including teacher feedback and assessment, and encourage students to reflect on their work and their progress throughout the year., • Communicate in an ongoing and meaningful way with students’ parents/guardians which will ensure congruency and clear expectations about academic and/or behavioral concerns through progress reports and parent teacher conferences., • Provide assessment feedback to students and parents in a timely manner, including updating the Toddle platform regularly with assessment feedback., • Create and regularly reflect on annual individual goals based on the Daystar Academy staff evaluation., • Actively participate in staff planning meetings, prayers/devotions, and professional growth opportunities., • Maintain confidentiality about children, their families, and other employees., • Set up and maintain a creative, orderly, clean and favorable learning environment., • Demonstrate and insist on respectful use of all materials and the class environment., • Execute administrative and classroom maintenance tasks., • Model positive and respectful interactions with students and all members of the Daystar community at all times., • Support professional collaboration with teachers and staff members to ensure consistency and continuity in classroom programs., • Collaborate with teachers and staff through problem-solving, flexibility, communication and encouragement., • Adhere to all of the requirements outlined in the Staff Handbook., • Build a sense of trust in the school by fostering a respectful, cordial, and professional relationship with parents., • Be an excellent ambassador of Daystar Academy at all times., • Respect all school procedures and organizational structure., • Supervise students and generally assist as assigned., • Keep accurate records, including attendance. If you desire to work in a growing, faith-based, intentionally diverse, urban International Baccalaureate middle school, we look forward to receiving your application.

Job Description • The purpose of this position is to provide behavioral, emotional, and academic support for students while creating, assisting, and maintaining a safe school environment for all Knapp School and Yeshiva students and staff. The individual holding this position must be able to enact principles of trained methodologies in order to provide a range of supports for students throughout the school day. They must be aware of the whereabouts of students at all times and be able to physically intervene using trained methods in order to reduce the risk of harm to students and/or staff in the event of unsafe behaviors. They are able to perform all duties as assigned under the supervision of classroom teachers and school and organizational administration. Essential Job Responsibilities • Maintain controlled, calm, helpful and appropriate demeanor during crisis situation and post crisis debrief. Use proper language for school setting and maintain appropriate professional boundaries with students and staff., • Be familiar with and assist in implementing students’ crisis support plans, including elopement protocols., • Remain present and available in designated work location/station during entire scheduled shift unless directed otherwise due to assignment change or crisis. Communicate location via radio and plans for coverage when temporarily unavailable., • Assist Teachers in classroom during instruction (small group, whole group, and individual), behavior management, as well as in crisis situations, • Helps supervise the lunch during the lunch period with the assigned classroom teacher., • Successfully complete and maintain certification in Therapeutic Crisis Intervention (CPI) and UKARU., • Utilize interventions prescribed by CPI, Collaborative Problem Solving in order to provide support for students, with the goal of reducing the likelihood of a crisis situation and to deescalate critical situations. Utilization of CPI methods could include manually restraining students who are a variety of heights, weights, and strength capacities should they become physically out of control and consequently a danger to him/herself or others. This task may involve taking the student from a standing position to the floor, deflecting and or absorbing blows, bumps, kicks, spitting and other physically aggressive acts, moving furniture or other large, heavy objects in order to clear a space in which the student can be safely restrained., • Effectively intervene in students’ challenging behaviors using CPI prescribed methods to de-escalate critical situations., • Maintain radio communication with staff and administration, ensuring the radio is turned on in audible position as well as on physical person at all times., • Communicate with Administration regarding crisis situations as applicable. Complete all required post-crisis documentation as required by school policy., • Executes lesson plans as assigned by the classroom teacher(s)., • Participates and cooperates in special events, activities, parent/teacher conferences as deemed necessary by school administration. Additional Job Responsibilities: • Represent JCFS and its programs in a positive manner to both internal and external contacts., • Adheres to all applicable company policies and procedures., • Performs other duties as assigned., • Respects student confidentiality, as defined by HIPAA and FERPA Requirements: • Must be able to successfully complete CPI and Ukeru training and maintain the required credentials., • High School Diploma or equivalent., • ISBE Certified Paraprofessional or able to obtain the necessary credentials within 30 days of hire., • Prior experience working with students with disabilities, more specifically ED, ASD, or OHI populations, • At least one year of related experience, preferred What you’ll love about us: • Time off: Paid time off varies by position - – includes vacation days, sick days, paid federal holidays, and paid Jewish holidays., • Benefit eligibility begins when working full time including Medical, dental, and vision insurance. 401(k) with base contribution and match. Additional health and wellness benefits, financial benefits, professional training, tuition reimbursement, 6 weeks paid parental leave, and much more., • Compensation: The minimum compensation for this position is $43,000 annually. Final compensation will be determined based on experience. Must be legally authorized to work in the United States without sponsorship. EEO Statement: Jewish Child and Family Services is an Equal Employment Opportunity (“EEO”) employer. JCFS prohibits illegal discrimination and harassment and affords equal employment opportunities to employees and applicants without regard to race, color, sex, age, religion, disability, national origin, ancestry, sexual orientation, marital status, parental status, source of income, housing status, military service or discharge status, gender identity, genetic information, or any other protected category established by law, statute or ordinance. Accredited by COA, Charter member of CWLA, licensed by DCFS. Please visit us at http://www.jcfs.org

Job DescriptionLocation: Chicago, IL 60609 Date Posted: 06/01/2026 Category: Education K12 Education: Bachelors Degree Our client is seeking a Certified Elementary School Teacher - Chicago, IL.Respond with your resume so we can start a conversation about our client's openings!CLIENT'S REQUIRED QUALIFICATIONS: Minimum of a Bachelor's Degree in teaching or a specialized subject. Valid Illinois Professional Educator License (PEL) with an endorsement in elementary education (grades K-6). Familiarity with the Illinois State Learning Standards for elementary education.SUMMARY OF CLIENT'S DESCRIPTION OF THIS OPPORTUNITY: Deliver lessons in subjects such as English Language Arts, Math, Science, and Social Studies, tailored to the developmental needs of elementary students. Develop engaging and effective lesson plans that align with state standards and the school curriculum. Regularly assess students' academic performance through tests, quizzes, assignments, and observations, providing feedback and identifying areas for improvement. Establish and maintain a positive, productive classroom environment that promotes learning, respect, and appropriate behavior.What to expect from Kaleidoscope Education Solutions: Exceptional compensation Compensated weekly Flexible schedule that meets your life's balance Your own personal connection in our office whenever you need support or have questions! Grow professionally by collaborating with experienced & valued therapists. We are here for you 24/7 Contracting with Kaleidoscope allows you all of the above and more!KES ADVANTAGES: Reaching students who may otherwise go without the services they need and deserve. Establish for maximum scholastic success because of your expertise! Develop students' maximum achievement through strong relationships with students and parents. Instill and reinforce the joy of learning* Maintain a positive and encouraging classroom environment.About K.E.S.Founded in 1989, Kaleidoscope Education Solutions, Inc. started as a small team of professionals near Philadelphia, Pennsylvania. Since then, our proven results and dedication have produced exponential nationwide company growth. We additionally have offices in Arizona and service locations in Colorado, Delaware, Illinois, Massachusetts, Michigan, New Jersey, New Mexico, Pennsylvania, Texas, Utah, Washington DC, and Wisconsin. Thanks to our clients, parents, and contractors, we now work with teachers and therapists in over 5,000 schools and 700 school districts across the country! Today, Kaleidoscope Education Solutions, Inc. is a nationwide staffing leader in school-based therapy and special education services. We are dedicated to making a positive difference in every student's life. Title: Certified Elementary School Teacher Class: Teacher Type: INDEPENDENT CONTRACTOR 1099 Ref. No.: 1294281-16 BC: #KES306 Company: Kaleidoscope Education Solutions Contract Contact: Contract Submit IL Office Email: BM@kesgroup.net Office Phone: 888-829-2477 Office Address: 800 Enterprise Drive Suite 121, Oak Brook IL 60523 About Us: Kaleidoscope Education Solutions is a referral agency for professionals seeking supplemental K12 education marketplace opportunities. Registering with Kaleidoscope Education Solutions is not a guarantee that opportunities will be available and/or located. All professionals contracting through Kaleidoscope Education Solutions are classified and compensated as self-employed independent contractors.

Job Description Title: K-8 Creative Writing Teacher Location: CICS Prairie- 11530 S Prairie Ave, Chicago, IL 60628 Reports To: Principal Salary: Starting salary for certified teachers starts at $70,000 Employee Type: Regular Full Time Start Date: August 2026 Distinctive Schools creates diverse, joyful, welcoming communities rooted in social justice and rigorous learning. We support all learners to be engaged, curious, and to achieve their full potential. Our students become confident advocates, creative problem-solvers, and collaborative leaders. Position Overview Distinctive teachers cultivate a love for learning in every student through strong relationships, high expectations, and a belief that all students can achieve great things in school and beyond. Teachers have a laser focus on instruction that engages learners and provides multiple opportunities for application of learned content. All teachers engage in individual and team deep intellectual preparation and lesson plans aligned to grade-level standards that use the core curriculum. Checks for understanding, student work, and assessments are used to make real-time and planned adjustments and deep review of student work to address gaps in instruction. Teachers have strong content knowledge in the subject-matter they teach in order to recognize, understand and respond to the content problems. At Distinctive, teachers grow through cycles of practice, feedback, practice, and feedback. Teachers build classroom communities with strong routines, rituals, and management practices that maximize time for instruction. Teachers maintain effective and ongoing communication on progress with students and families. Responsibilities Culture • Maintain a student-centered perspective in decision making, • Believe that all students can learn and can achieve great things, • Contribute to the equity work of the campus and network and engage in culturally responsive decision making, • Build and foster a culture of belonging through positive and strong relationships with students, families, and staff, • Cultivate a strengths-based, equity focused mindset, • Foster positive climate and culture, • Serve as a positive role model Preparation, Instruction and Assessment • Create curriculum that is backwards planned from college enrollment timeline and school goals, • Design and implement assessments and benchmarks that measure progress towards goal, • Use data to refine curriculum and inform instructional practices, • Support students in creating ambitious college lists, writing personal essays, and submitting thorough applications before early action due dates, • Complete FAFSA, Alternate Financial Aid Application, CSS Profile, and other financial verification forms with students and parents by due dates, • Review financial aid letters with students and caretakers, • Manage a caseload of students in addition to being a teacher of record for college seminar class, • Participates in quarterly family nights to communicate critical info regarding the college process to families, • Support coordination of college visits for all grade-levels, • Host college representatives for informational sessions, • Implement the DS Model, • Provide consistent opportunities for all students to to work on grade-appropriate, • assignments using the core curriculum, resources, and strategies with frequent checks for understanding, • Deliver strong Instruction that requires that students hold the cognitive lift and are deeply engaged in the learning, • Use core instructional tools to design, prepare and deliver dynamic lesson aligned to grade-level standards that engage students in rigorous learning experiences, • Commit to student-centered, personalized learning that puts the student in the driver’s seat and integrates their needs, strengths and interests into the learning, • Maintain inventory of all instructional materials, • Maintain accurate and complete records of students' progress and development, • Analyze and use assessments that monitor progress to inform and design appropriate response/strategies, making adjustments as needed to support students in mastering grade level standards, • Assess students daily, weekly, and at the ends of units and analyze assessment data through campus and network wide systems, • Engage in coaching and mentoring opportunities to improve instructional effectiveness, • Participate in all required professional development and meetings, • Perform other duties and responsibilities as assigned by the Principal Requirements (minimum) Education: Bachelor’s Degree Qualifications • Valid professional educator license in the state of IL with an endorsement in elementary education and 5-8 Language Arts, • Technology demands:, • Ability to review and analyze student and campus data from multiple sources, • Proficient with cloud based software solutions (such as GoogleSuite), • Ability to learn digital tools and and programs as needed for the position, • Travel as required for training, professional development, and collaboration, • Commitment to supporting students’ social, emotional and academic development Physical demands: Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing Benefits • 25+ paid holidays, upfront sick leave, and an accrual-based personal time bank, • 12 weeks family paid leave, • Comprehensive Healthcare (Medical, Dental, Vision), • 403b match, • Fully match up to 3%, • 50% match up to 5%, • Professional development including tuition reimbursement, • Gym and wellness discounts, • And more Description Disclaimer: Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder's responsibility. EEO: Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law. Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.org or call 773.828.4191

Job Description Title: Bilingual Instructional Support Teacher Location: CICS Bucktown- 2235 N Hamilton Ave, Chicago, IL 60647 Reports To: Principal Salary: Starting at $70,000 for certified teachers Employee Type: Regular Full Time Start Date: August 2026 Distinctive Schools creates diverse, joyful, welcoming communities rooted in social justice and rigorous learning. We support all learners to be engaged, curious, and to achieve their full potential. Our students become confident advocates, creative problem-solvers, and collaborative leaders. Position Overview Distinctive teachers cultivate a love for learning in every student through strong relationships, high expectations, and a belief that all students can achieve great things in school and beyond. Teachers have a laser focus on instruction that engages learners and provides multiple opportunities for application of learned content. All teachers engage in individual and team deep intellectual preparation and lesson plans aligned to grade-level standards that use the core curriculum. Checks for understanding, student work, and assessments are used to make real-time and planned adjustments and deep review of student work to address gaps in instruction. Teachers have strong content knowledge in the subject-matter they teach in order to recognize, understand and respond to the content problems. At Distinctive, teachers grow through cycles of practice, feedback, practice, and feedback. Teachers build classroom communities with strong routines, rituals, and management practices that maximize time for instruction. Teachers maintain effective and ongoing communication on progress with students and families. Additionally, the Bilingual Teacher provides personalized academic and language instruction to English Learners in both English and the native language (Spanish), sheltered instruction, English Language Development, and ESL strategies. A Distinctive Schools Bilingual Teacher must be a passionate advocate for biliteracy and demonstrate a commitment to supporting students in their development of the language skills and subject matter needed to be productive classroom citizens. Responsibilities Culture • Maintain a student-centered perspective in decision making, • Believe that all students can learn and can achieve great things, • Contribute to the equity work of the campus and network and engage in culturally responsive decision making, • Build and foster a culture of belonging through positive and strong relationships with students, families, and staff, • Cultivate a strengths-based, equity focused mindset, • Foster positive climate and culture, • Serve as a positive role model, • Belief that a students’ languages and cultures are a tremendous strength and asset Preparation, Instruction and Assessment 90% • Implement the DS Model, • Administer tests and language assessments for the purpose of evaluating students' language ability, • Collaborate and co-teach with classroom teachers on the implementation of the WIDA Standards in daily lessons, • Support and assist teachers in analyzing culturally & linguistically diverse (CLD) student work, • Provide direct Bilingual and ESL services and instruction to identified students in push-in and pull-out instruction, • Develop and deliver lesson plans that utilize appropriate instructional techniques that enable limited English proficient students to overcome barriers that impede equal participation by these students in the district's instructional programs, • Adapt curriculum and provide tailored academic instruction in native language to English Learners as appropriate and in alignment with student goals and program model, • Deliver strong Instruction where students hold the cognitive lift and do the thinking during the lesson and are deeply engaged in the learning, • Utilize a variety of instructional methodologies and curriculum resources geared specifically towards CLD students, • Assist and support the administration of the required English Language Proficiency screeners and assessments, • Assist with the administration of the ACCESS test and support administration of state required assessments to CLD learners, • Collaborate with other classroom instructors to lead the curriculum, instruction, and assessment for all the students in the TBE and TPI programs., • Provide consistent opportunities for all students to work on grade-appropriate assignments using the core curriculum, resources, and strategies with frequent checks for understanding, • Commit to student-centered, personalized learning that puts every student in the driver’s seat with integration of their needs, strengths and interests into the learning., • Maintain inventory of all instructional materials Maintain accurate and complete records of students' progress and development, • Analyze and use assessments that monitor progress to inform and design appropriate response/strategies making adjustments as needed to support students in mastering grade level standards, • Assess students daily, weekly, and at the ends of units and analyze assessment data through campus and network wide systems, • Assessing students' progress, expectations, and goals in the bilingual program, • Engage in coaching and mentoring opportunities to improve instructional effectiveness, • Participate in all required professional development and meetings, • Performs other duties and responsibilities as assigned by the Principal Classroom Culture 10% • Maintain an organized and welcoming environment that provides students with a sense of belonging, joy, hope, and safety, • Manage strong classroom procedures, routines, and rituals that maximize learning, • Build strong relationships with students, families and colleagues, • Communicate effectively and frequently with students and families in their preferred language, • Has a mindset of using restorative justice approach with discipline and behavior management in alignment with campus and network practices, • Collaborate with colleagues to support student growth and achievement Requirements (minimum) Education: Bachelor's Degree Qualifications • Valid Professional Educator License or equivalent in state of employment (IL or MI), • Valid Bilingual Spanish Endorsement or equivalent in state of employment (IL or MI), • Spanish Proficient in reading, writing, listening, and speaking, • Technology demands:, • Ability to review and analyze student and campus data from multiple sources, • Proficient with cloud based software solutions (such as GoogleSuite), • Ability to learn digital tools and and programs as needed for the position, • Travel as required for training, professional development, and collaboration, • Commitment to supporting students’ social, emotional and academic development Physical demands Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing Benefits • 25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions), • 12 weeks family paid leave, • Comprehensive Healthcare (Medical, Dental, Vision), • 403b match, • Fully match up to 3%, • 50% match up to 5%, • Professional development including tuition reimbursement, • Gym and wellness discounts, • And more Description Disclaimer: Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder's responsibility. EEO: Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law. Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.org or call 773.828.4191

Job DescriptionDescription: Do you want a career that impacts the community? Do you have a desire to work somewhere that changes children’s lives? Join Chicago Youth Centers as we serve over 3,000 children and families each year! Title: Master Teacher Company: Chicago Youth Centers (CYC) Website: chicagoyouthcenters.org Compensation: $50,000 -$71,500 annually Classification: Full Time; Exempt Reports to: Childcare Director Supervisor Responsibilities: No Location: CYC Sidney Epstein Center at 3415 W. 13th Pl (Chicago, IL) Schedule: 8:30a - 5:00p; Monday - Friday; schedule varies depending on program needs Purpose: The Master Teacher develops classroom plans, implements the Gold Assessment and creative curriculum. Supervise classroom activities, administer developmental screening, conduct home visits and parent conferences, refer children with disabilities, participate and attend family engagement activities and parent meetings. Responsibilities: • Provide a learning environment for children that will help to promote learning through all developmental areas: physical, social-emotional, and intellectual Provide a “child-centered environment” which includes individualized activities, small and large group activities, • Develop weekly lesson plans, • Design and lay- out daily schedules based upon the monthly program focus designated by the Educational Manager, • Administer the ESI screening to determine the growth and development of each participate, • Review and evaluate children’s medical records and consult with the social service worker to develop individual service plans, • Observe children’s behavior in the classroom and prepare a complete humanistic assessment of each child, • Chart and maintain records of individual child growth patterns, • Conduct home visits to counsel parents regarding their children’s development and behavior. Also, due to attendance problems, • Record daily and meal attendance Willing to embrace and demonstrate CYC’s Mantras: • ATTITUDE MATTERS - Positivity begins with me. My attitude has the power to influence my environment and inspire those around me. I aim to be enthusiastic, optimistic, and kind—even when things get hard., • CARE FOR REAL - I will take every opportunity to show that I truly care. I commit to serving children and families, my co-workers and my community. I will think, care and act in a respectful manner to uplift and support others., • OWN IT - I will never say, “That’s not my job.” When I see something that needs to be done, I will assign myself and do it. I will make a commitment to carry out my job responsibilities and assignments with consistency, dependability, and respect., • PUSH FORWARD - I will be determined and progressive in thought and action. I will press on when problems arise and find innovative ways to solve issues. I will continuously learn and be open to the ideas of others.Requirements: Qualifications: • 2-3 years’ experience. Strong communication skills (written and verbal). Bachelor’s degree in Early Childhood Education., • Type 04 certification or Professional Educator's License (PEL)., • English as a Second Language (ESL) Endorsement (preferred) must be completed by first opportunity., • Computer and time management skills., • Applicants must meet the requirements with a BA Degree in Early Childhood Education or Child Development with a Type 04 Certification., • Please confirm that you meet these requirements before applying. Please note: This is a year-round teaching position. Candidates must be available to work throughout the entire year, including the summer months. Benefits: Medical, Dental, Vision, Life, Disability, 403B, AFLAC (Critical Illness, Hospital Indemnity, Accident Insurances), Pet Insurance, Commuter/Transit Chicago Youth Centers is proud to be an equal opportunity employer and drug free workplace. We are committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender identity or Veteran status. Chicago Youth Centers will provide reasonable accommodations for qualified individuals with disabilities. *This job description is not intended to represent a complete list of all duties and responsibilities. There may be unplanned activities and other duties assigned.* EOE/MVF

Job Description JOB TITLE: Specialized Doula STATUS: Full Time Incarcerated Pregnant and Parenting Pilot FLSA STATUS: Non-Exempt CUSTOMARY HOURS: 9:30am-5:30pm HOURS/WEEK: 40 hrs. Weekly DIVISION: Marillac Social Center DEPARTMENT: Project Hope Mission As stewards of the Vincentian spirit, employees of Marillac St. Vincent Family Services are committed to strengthening and empowering those most in need to reach their greatest potential. We fulfill our mission through quality programs for children, teens, families, seniors and homeless. Core Values Our employees commit themselves as individuals to live out the core values of integrity, excellence, creativity, advocacy, respect and empowerment in our daily work, as we serve the needs of others. Integrity - Acting with transparency, humility and honesty Excellence - Providing quality care with compassion Creativity - Being continuously resourceful and inventive Advocacy - Supporting the cause of those who lack resources for a reasonable quality of life Respect - Recognizing our own value and upholding the dignity and value of all people Empowerment - Providing skills and resources to achieve full human development Team Behaviors • Versatility – Understanding and appreciating different and opposing perspectives on an issue; adapting one’s approach as the requirements of the situation change; an eagerness for positive action; self-control; active listening., • A collaborative work model – Cooperatively working and sharing responsibility; contributing to the group effort; realizing a sense of commitment and ownership in the success of the organization’s goals., • Mutual accountability – Holds others accountable with their roles; provides and receives feedback and takes constructive action., • Client/customer advocate – Identifies opportunities to improve quality of services; presents one’s self professionally., • Protects confidentiality & privacy – Respects and protects information about all staff and clients. General Summary Under direction of the Director of Project Hope and in accordance with the Daughters of Charity Ministries of Chicago Mission Statement &Core Values, provides prenatal, birth and postnatal services to pregnant and parenting mothers. Duties & Responsibilities Manage ongoing caseload of up to 10 mothers at a time and serve up to 24 mothers in a year. • Use strength-based approach to schedule and provide home visits to pregnant mothers as identified by Cook County Jail System., • Support partner agency with doula services as needed., • Plan and complete prenatal and postnatal home visits with home visiting staff of Marillac St. Vincent and partner agency, • Develop strong knowledge base of working with families who have experienced incarceration, trauma, domestic violence, poverty, mental illness, and other adverse experiences and apply it to the work., • Utilize the Community Based FANA, Parents as Teachers and other research-based and evidence -based curriculum in home visiting and prenatal group services., • Make referrals for prenatal and postnatal medical care and attend medical appointments with mothers. Make other referrals as needed., • Involve extended family in the birth process., • Provide education and assist in the development and implementation of birth plan, • Nurture the mother through the birth using many different techniques non-medical support, • Provide education of birthing process, comfort measures, and coaching for fathers, • Promote bonding and attachment right from the start through parent-child interactions, • Develop and maintain strong relationships with hospitals and staff on the maternity floor, • Be on call 24 hours for births. Be available as back up Doula. Maintain open communication with Program Director., • Plan, prepare and facilitate weekly prenatal groups., • Partner with mothers to encourage goal-oriented outcomes for themselves and their child, • Participate in monthly clinical consultation, doula consultation, and team meetings. Participate in presentations, as assigned., • Attend required professional development and training including, but not limited to, on-going Doula trainings and in-services at the Ounce of Prevention, Health Connect One Doula workshops, other trainings to enhance professional growth., • Complete doula certification through DONA International., • Maintain timely, accurate, and complete documentation. Utilize OunceNet system., • Develop and maintain professional relationships with community partners/agencies and entities that provide services and support to the program participants., • Other duties assigned by the Program Supervisor., • Act with integrity and aspire to model our Core Values in the delivery of all services. Job Requirements Experience/Education B.A. in psychology, sociology, social work, or related field. Qualifications Good communication skills, ability to work as part of a team. Relates well to others, comfortable doing home visits, respectful of family norms and values, ability to attend trainings and translate it into hands on knowledge, , comfortable in dealing with families, professionals and the community. Ability to nurture parents. Comfortable in being a friend, mentor, role model and teacher to assist in the development of emotional relationship skills. Good computer skills to maintain required documentation. Ability to represent Marillac & Project Hope to external agencies. Language Ability to read, write and speak English proficiently. Bilingual skill is a plus. Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. • While performing the duties of this job, the employee is regularly required to talk or hear., • Possess the ability to fulfill and any all office activities normally expected in an office setting, to include, but not limited to: remaining seated for periods of time to perform computer entry, participating in filing activity, lifting and carrying office supplies (paper reams, mail, etc.), • The employee must occasionally lift and/or move up to 20-25 pounds., • At times, may require more than 40 hours per week to perform the essential duties of the position., • Fine hand manipulation (keyboarding). Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. • Internal office space., • The noise level in the work environment is low to moderate., • Medical environment during labor and delivery.

Job DescriptionLocation: Chicago, IL 60617 Date Posted: 07/01/2026 Category: Charter School Education: Bachelor's Degree Our client is seeking a Certified ESL (English as a second Language) Teacher - Chicago, IL.Respond with your resume so we can start a conversation about our client's openings!CLIENT'S REQUIRED QUALIFICATIONS: Bachelor's degree or higher in education or related field. Illinois PEL (Professional Educator License) with ESL endorsement. Training/experience in supporting English learners (ELs).SUMMARY OF CLIENT'S DESCRIPTION OF THIS OPPORTUNITY: Teach English language skills (listening, speaking, reading, writing). Assess EL students and monitor language progress. Develop and implement lesson plans aligned to EL standards. Collaborate with teachers and families to support EL needs. Provide accommodations/support to help ELs access the curriculum.What to expect from Kaleidoscope Education Solutions: Exceptional compensation Compensated weekly Flexible schedule that meets your life's balance Your own personal connection in our office whenever you need support or have questions! Grow professionally by collaborating with experienced & valued therapists. We are here for you 24/7 Contracting with Kaleidoscope allows you all of the above and more!KES ADVANTAGES: Reaching students who may otherwise go without the services they need and deserve. Establish for maximum scholastic success because of your expertise! Develop students' maximum achievement through strong relationships with students and parents. Instill and reinforce the joy of learning Maintain a positive and encouraging classroom environment.About K.E.S.Founded in 1989, Kaleidoscope Education Solutions, Inc. started as a small team of professionals near Philadelphia, Pennsylvania. Since then, our proven results and dedication have produced exponential nationwide company growth. We additionally have offices in Arizona and service locations in Colorado, Delaware, Illinois, Massachusetts, Michigan, New Jersey, New Mexico, Pennsylvania, Texas, Utah, Washington DC, and Wisconsin. Thanks to our clients, parents, and contractors, we now work with teachers and therapists in over 5,000 schools and 700 school districts across the country! Today, Kaleidoscope Education Solutions, Inc. is a nationwide staffing leader in school-based therapy and special education services. We are dedicated to making a positive difference in every student's life. Title: Certified ESL (English as a second Language) Teacher Class: Teacher Type: INDEPENDENT CONTRACTOR 1099 Ref. No.: 1266054-51 BC: #KES306 Company: Kaleidoscope Education Solutions Contract Contact: Contract Submit IL Office Email: BM@kesgroup.net Office Phone: 888-829-2477 Office Address: 800 Enterprise Drive Suite 121, Oak Brook IL 60523 About Us: Kaleidoscope Education Solutions is a referral agency for professionals seeking supplemental K12 education marketplace opportunities. Registering with Kaleidoscope Education Solutions is not a guarantee that opportunities will be available and/or located. All professionals contracting through Kaleidoscope Education Solutions are classified and compensated as self-employed independent contractors.

Job Description\uD83D\uDC9B What You’ll Do BrightBee is partnering with Distinctive Schools to hire Instructional Support Teachers. Distinctive teachers cultivate a love for learning in every student through strong relationships, high expectations, and a belief that all students can achieve great things in school and beyond. Teachers have a laser focus on instruction that engages learners and provides multiple opportunities for application of learned content. All teachers engage in individual and team deep intellectual preparation and lesson plans aligned to grade-level standards that use the core curriculum. Checks for understanding, student work, and assessments are used to make real-time and planned adjustments and deep review of student work to address gaps in instruction. Teachers have strong content knowledge in the subject-matter they teach in order to recognize, understand and respond to the content problems. At Distinctive, teachers grow through cycles of practice, feedback, practice, and feedback. Teachers build classroom communities with strong routines, rituals, and management practices that maximize time for instruction. Teachers maintain effective and ongoing communication on progress with students and families. Additionally, the Bilingual Teacher provides personalized academic and language instruction to English Learners in both English and the native language (Spanish), sheltered instruction, English Language Development, and ESL strategies. A Distinctive Schools Bilingual Teacher must be a passionate advocate for biliteracy and demonstrate a commitment to supporting students in their development of the language skills and subject matter needed to be productive classroom citizens. \uD83D\uDCC5 Schedule • Monday- Friday, • School Day hours approx.: 7:30am-4pm, • Full-Time \uD83D\uDC49 If you want meaningful impact—this is it. \uD83C\uDFAF What You’ll Be Doing Culture • Maintain a student-centered perspective in decision making, • Believe that all students can learn and can achieve great things, • Contribute to the equity work of the campus and network and engage in culturally responsive decision making, • Build and foster a culture of belonging through positive and strong relationships with students, families, and staff, • Cultivate a strengths-based, equity focused mindset, • Foster positive climate and culture, • Serve as a positive role model, • Belief that a students’ languages and cultures are a tremendous strength and asse Professional Responsibilities • Implement the DS Model, • Administer tests and language assessments for the purpose of evaluating students' language ability, • Collaborate and co-teach with classroom teachers on the implementation of the WIDA Standards in daily lessons, • Support and assist teachers in analyzing culturally & linguistically diverse (CLD) student work, • Provide direct Bilingual and ESL services and instruction to identified students in push-in and pull-out instruction, • Develop and deliver lesson plans that utilize appropriate instructional techniques that enable limited English proficient students to overcome barriers that impede equal participation by these students in the district's instructional programs, • Adapt curriculum and provide tailored academic instruction in native language to English Learners as appropriate and in alignment with student goals and program model, • Deliver strong Instruction where students hold the cognitive lift and do the thinking during the lesson and are deeply engaged in the learning, • Utilize a variety of instructional methodologies and curriculum resources geared specifically towards CLD students, • Assist and support the administration of the required English Language Proficiency screeners and assessments, • Assist with the administration of the ACCESS test and support administration of state required assessments to CLD learners, • Collaborate with other classroom instructors to lead the curriculum, instruction, and assessment for all the students in the TBE and TPI programs., • Provide consistent opportunities for all students to work on grade-appropriate assignments using the core curriculum, resources, and strategies with frequent checks for understanding, • Commit to student-centered, personalized learning that puts every student in the driver’s seat with integration of their needs, strengths and interests into the learning., • Maintain inventory of all instructional materials Maintain accurate and complete records of students' progress and development, • Analyze and use assessments that monitor progress to inform and design appropriate response/strategies making adjustments as needed to support students in mastering grade level standards, • Assess students daily, weekly, and at the ends of units and analyze assessment data through campus and network wide systems, • Assessing students' progress, expectations, and goals in the bilingual program, • Engage in coaching and mentoring opportunities to improve instructional effectiveness, • Participate in all required professional development and meetings, • Performs other duties and responsibilities as assigned by the Principal Classroom Culture (10%) • Maintain an organized and welcoming environment that provides students with a sense of belonging, joy, hope, and safety, • Manage strong classroom procedures, routines, and rituals that maximize learning, • Build strong relationships with students, families and colleagues, • Communicate effectively and frequently with students and families in their preferred language, • Has a mindset of using restorative justice approach with discipline and behavior management in alignment with campus and network practices, • Collaborate with colleagues to support student growth and achievemen✅ Basic Requirements, • Bachelor's Degree, • Valid Professional Educator License or equivalent in state of employment (IL or MI), • Valid Bilingual Spanish Endorsement or equivalent in state of employment (IL or MI), • Bilingual teacher candidates must possess a Bilingual Special Program Approval (BSPA). Candidates can fulfill this requirement by holding an Educator License with Stipulations (ELS-TBE) with BSPA or a Professional Educator License (PEL) with BSPA. This certification is mandatory for compliance with Illinois State Board of Education (ISBE) and Chicago Public Schools (CPS) requirements., • Spanish Proficient in reading, writing, listening, and speaking, • Technology demands:, • Ability to review and analyze student and campus data from multiple sources, • Proficient with cloud based software solutions (such as GoogleSuite), • Ability to learn digital tools and and programs as needed for the position, • Travel as required for training, professional development, and collaboration, • Commitment to supporting students’ social, emotional and academic development\uD83D\uDD10 Before You Start To keep students safe, you’ll need to: • Pass a background check, • Complete required school clearances, • Follow safety and reporting guidelines\uD83D\uDCF2 Ready to Get Started? Apply today and start working in schools near you. Our process is simple: • 1 phone interview, • Upon successful phone interview with BrightBee recruiters, candidates will be shared with Distinctive SchoolsHR department for onboarding and next steps.\uD83D\uDCCC Good to Know BrightBee centers child safety at the core of its work. Applicants must undergo a background check, adhere to a code of conduct, and comply with all mandated reporter training and reporting requirements Prior to working with students, you will need to pass a background check, livescan and may need to obtain other necessary testing/clearances and provide us with authorization to contact former employers.. Rest assured, we will guide you through the process! Please note, assignments may require the ability to lift up to 30 pounds and stand for extended periods of time. BrightBee provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. By providing your phone number, you consent to receive text messages from BrightBee regarding your application and related employment communications. Message and data rates may apply. You can opt out of receiving texts at any time by replying "STOP." We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses and identifying potential inconsistencies or verification signals in application materials based on available information. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.

Job DescriptionAbout Intrinsic Schools Intrinsic Schools is a public charter network committed to reimagining secondary education so that every student is prepared for postsecondary success and meaningful, world-changing endeavors. We believe deeply in the potential of our students and in the power of great teaching, strong relationships, and intentional use of technology to personalize learning. Our model prioritizes both academic excellence and the development of essential non-cognitive skills such as empathy, independence, perseverance, and intellectual curiosity. Intrinsic serves diverse student communities across two campuses: Belmont (grades 7–12) and Downtown (grades 9–12). Our student population is 90% students of color, 86% eligible for free or reduced lunch, and 19% students with disabilities. We view this diversity as a strength and seek educators who are committed to equity, inclusion, and high expectations for all learners. Our Educational Model • Innovative Instructional Model (POD): Teachers work in collaborative POD teams to serve groups of approximately 60 students. Students rotate through teacher-led instruction, independent and personalized learning via technology, small-group work, and project-based learning, all aligned to individual learning needs. • Opportunities & Choice (C Day): One day per week, students select academic supports (e.g., tutoring, study groups, office hours) and enrichment opportunities aligned to their interests, fostering ownership, agency, and engagement. • Postsecondary Support: From day one, Intrinsic students receive comprehensive postsecondary planning and support, including counseling, early college credit opportunities, and financial guidance, ensuring alignment between student goals and post-graduation pathways.Job Summary The Classroom Teacher is responsible for planning and delivering rigorous, engaging instruction in a secondary learning environment that supports academic growth and personal development for all students. Teachers work under the supervision of the Principal and in close collaboration with instructional coaches, POD teammates, and support staff to continuously improve practice and outcomes for students. Duties and Responsibilities • Plan and deliver rigorous, standards-aligned instruction that promotes active learning and deep understanding, • Analyze student progress data to inform instruction, interventions, and flexible groupings, • Provide students with clear, timely, and actionable feedback that supports growth and mastery, • Integrate instructional technology effectively to personalize learning and increase student agency, • Uphold Intrinsic’s student culture by consistently enforcing expectations outlined in the Student Code of Conduct, • Serve as an advisor by mentoring a group of students, facilitating daily advisory lessons, and conducting individual conferences to monitor academic and social-emotional progress, • Design and lead a C Day club aligned to personal interests and student engagement, • Support student learning beyond the classroom through weekly office hours and targeted academic support, • Maintain accurate, up-to-date gradebooks and student records, • Collaborate with special education staff and other support team members to meet the needs of all learners, • Demonstrate an unwavering commitment to the postsecondary success of every student, • Engage actively in instructional coaching cycles, including data analysis, observation, feedback, video reflection, and practice, • Participate in school-wide professional development, POD planning, grade-level and content-area meetings, and data-driven instruction meetings, • Communicate proactively and professionally with families regarding student progress, strengths, and challenges, • Participate in school events, host student-led conferences, and attend IEP meetings as requiredQualifications, • Bachelor’s degree in education or a related field from an accredited institution, • Illinois Professional Educator License with appropriate content-area endorsement (required prior to hire); ESL endorsement preferred, • Comfort using educational technology tools, with curiosity and willingness to learn about emerging tools, including AI, • Proficiency in at least one coding language (e.g. JavaScript, Python, SQL, etc.), • Ability to build and maintain positive, collaborative relationships with students, families, and colleagues, • Strong written and verbal communication skills, • Demonstrated professionalism, including punctuality, preparedness, accountability, follow-through, and effective collaboration, • Ability to consistently meet daily and weekly deadlines that support high-quality instruction and team success, • Strong work ethic, reflective mindset, and commitment to continuous improvement Equal Opportunity Employer Intrinsic Schools is an Equal Opportunity Employer. Intrinsic Schools ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability. Intrinsic Schools has a policy of active recruitment of qualified minority teachers and non-certified employees. Any individual needing assistance in making an application for any opening should contact the Department of Human Resources. Powered by JazzHR Npk1tSRuRo

Job Description The Department of Education at Elmhurst University invites applications for student teaching supervisors for secondary student teachers getting licensed in World Languages (Spanish). This is a PreK-12 licensure program. Position Status: Temporary Salary Range: The pay is $100/visit. Work Location: Placements are within a 25-mile radius of Elmhurst University. Responsibilities Supervisors must observe their assigned student teachers six times over the semester. Supervisors collaborate with the cooperating teacher to provide mentoring and support to the student teacher and mediate the best resolution to problems if they arise. Supervisors also attend required professional development and program planning sessions offered through the Department of Education and complete all required online training for Elmhurst University employees. Other Responsibilities • Perform other duties as assigned. Requirements Minimum Qualifications • Minimum of five years' teaching and/or administrative experience., • Must have been a licensed teacher and/or administrator., • Experience teaching World Language (Spanish), preferably at the middle school or high school levels., • Master’s degree or higher in Education., • Demonstrated supervisory knowledge related to World Language pedagogy., • Strong oral and written communication skills., • Ability to work positively with students, teachers, and administrative leadership., • Flexible daytime hours. Working Conditions/Physical Requirements The essential functions of this position are primarily performed in an indoor setting with limited exposure to outdoor weather conditions. Work is often sedentary in nature and requires remaining in a stationary position for extended periods. Required abilities include speaking and hearing for in-person and virtual communication, using close and distance vision when reading documents or viewing screens, and performing tasks with repetitive fine motor skills. Work may require occasional lifting, bending, carrying, or otherwise moving objects weighing up to 15 pounds. Qualified applicants who can perform the essential functions of this position with or without reasonable accommodations will be considered. Benefits An overview of Elmhurst University benefits is available here. Instructions to Applicants Please submit the following materials with application: • Current resume;, • List including the names, titles, phone numbers, and email addresses of two (2) or more professional references.

Job DescriptionDescription: Do you want a career that impacts the community? Do you have a desire to work somewhere that changes children’s lives? Join Chicago Youth Centers as we serve over 3,000 children and families each year! Title: Assistant Teacher Company: Chicago Youth Centers (CYC) Website: chicagoyouthcenters.org Compensation: $37,440 - $53,000 per year; commensurate with education, credentials & experience Classification: Full Time; Exempt Reports to: Childcare Director Supervisor Responsibilities: No Location: CYC Calumet Heights Center at 9207 S. Phillips Ave (Chicago, IL) Schedule: 8:30a - 5:00p; Monday - Friday; schedule varies depending on program needs Purpose: The Assistant Teacher assists with providing an environment that will help to promote learning through all developmental areas: physical, social-emotional, and intellectual. They work with Teachers to promote parent involvement. Responsibilities: • Assist with providing a learning environment for children that will help to promote learning through all developmental areas (physical, social-emotional and intellectual), • Participate in completing a developmental screening on each child, review health records, complete height and weight growth charts, and use observation techniques to observe and record children’s behavior, language, and overall development progress, • Assist in providing a “child-centered environment” which includes individualized activities, small and large group activities, • Assist in developing weekly lesson plans, • Assist in design and lay out daily schedules based upon the monthly program focus designated by the Educational Coordinator, • Assist in administering the ESI screening to determine the growth and development of each participate, • Assist in reviewing and evaluating children’s medical records and consult with the social service staff to develop individual service plans, • Assist in observing children’s behavior in the classroom and prepare a complete humanistic assessment of each child, • Chart and maintain records of individual child growth patterns, • Conduct home visits to counsel parents regarding their children’s development and behavior, record daily meal attendance, • Conduct conferences with parents to review children’s classroom progress and elicit volunteer hours and parent participation in center programs Willing to embrace and demonstrate CYC’s Mantras: • ATTITUDE MATTERS - Positivity begins with me. My attitude has the power to influence my environment and inspire those around me. I aim to be enthusiastic, optimistic, and kind—even when things get hard., • CARE FOR REAL - I will take every opportunity to show that I truly care. I commit to serving children and families, my co-workers and my community. I will think, care and act in a respectful manner to uplift and support others., • OWN IT - I will never say, “That’s not my job.” When I see something that needs to be done, I will assign myself and do it. I will make a commitment to carry out my job responsibilities and assignments with consistency, dependability, and respect., • PUSH FORWARD - I will be determined and progressive in thought and action. I will press on when problems arise and find innovative ways to solve issues. I will continuously learn and be open to the ideas of others. Requirements: Qualifications: • Associate's Degree in Early Childhood Education or Child Development or BA Degree in any area with thirty (30) credit hours in Early Childhood Education., • 1-2 years of related experience. Strong communication skills (verbal and written). Computer skills (Microsoft Office Suite Word, Excel and Outlook)., • Applicants must meet the requirements for an Associate Degree in Early Childhood or Child Development or BA Degree in any area with thirty (30) credit hours Early Childhood or Child Development. Please note: This is a year-round teaching position. Candidates must be available to work throughout the entire year, including the summer months. Benefits: Medical, Dental, Vision, Life, Disability, 403B, AFLAC (Critical Illness, Hospital Indemnity, Accident Insurances), Pet Insurance, Commuter/Transit Chicago Youth Centers is proud to be an equal opportunity employer and drug free workplace. We are committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender identity or Veteran status. Chicago Youth Centers will provide reasonable accommodations for qualified individuals with disabilities. *This job description is not intended to represent a complete list of all duties and responsibilities. There may be unplanned activities and other duties assigned.*

Job Description ESL Teacher - IHSCA POSITION DESCRIPTION The English as a Second language (ESL) Teacher provides instruction to high school students (9th – 12th ) in the ELL Program. The goal of this position is to guide English Language Learners toward gaining proficiency in listening, speaking, reading and writing. This position reports to the Assistant Director of Culture and Language or their designee. ESSENTIAL DUTIES AND RESPONSIBILITIES • Provide ESL instruction to students in grades 9th – 12th., • Assist in administering required language proficiency and academic achievement tests for determining placement for students along with ongoing monitoring of student progress., • Assist in administering ACCESS to EL students, • Assist in developing appropriate curriculum to help ELL students acquire the English language., • Ensure all EL components from the state and the district are being implemented in lesson plans and in the classroom, • Employ a variety of instructional techniques and teaching strategies to meet different aptitudes and interests of students, including whole group (co-teaching)/ small-group or individual learning., • Assist in gathering and reporting data for reporting requirements and other required reports (to the State, Charter School Board, Dept of Education, census, grant applications, annual report, etc.)., • Establish and maintain communication with parents of students in the program., • Engage parents and families in their student’s learning and acting as an ambassador for the school in the community., • Participate in department meetings, • Assist and or Provide Professional Learning in the area of English Language Learners, • Contribute productively to the school as a whole., • Participate in in-service and staff development activities and staff meetings as required or assigned., • Attend IEP, 504’, or other related meetings necessary for student assessment and/or compliance with federal and/or state law., • Attend IEP/504 meetings as an English/Bilingual Language Specialist, • Attend and participate in established traditional school-sponsored activities (i.e, back-to school night, open house, and other activities customarily attended by classroom teachers and/or faculty members), which may be outside of regular school hours., • Participate and or assist in the Bilingual Advisory Committee (BAC), • Other duties as assigned. QUALIFICATIONS • Bachelor’s degree in education, preferably with a concentration in English, • Professional educator’s license (preferred), • Must be ESL endorsed/certified, • Two years teaching experience in ESL/bilingual education, • Technologically literate including using Microsoft Office is required, • Ability to maintain a high sense of confidentiality, • Ability to work with a diverse group of people, • Ability to work as a member of a team, • Exceptional organization and time management skills, • Excellent oral and written communication skills, bilingual English/Spanish preferred, • Dependability and punctuality, • Ability to adhere to deadlines, react to unpredictable events quickly and efficiently, be resourceful, manage conflict and challenges, • Advanced skills with Microsoft Office The above is intended to describe the general conditions of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities and requirements. PHYSICAL DEMANDS Nature of work requires an ability to operate standard business office equipment. Requires ability to communicate and exchange information, collect, compile and prepare work documents, as well as set-up and maintain work files. WORKING CONDITIONS Majority of work performed in a general office environment. Position requires availability for extended hours plus non-traditional hours may be required to perform job duties. Also requires participation and attendance at organization sponsored events and meetings. BENEFITS • Medical, • Dental, • Vison, • Life Insurance, • Short Term Disability, • Long Term Disability, • 403b retirement saving plan, • Chicago Teachers Pension Fund (only with ISBE License) PAID TIME OFF • Sick, • Personal Open until Filled Instituto Health Sciences Career Academy is an Equal Opportunity Employer

Job Description We are seeking individuals who are passionate about early childhood education to join our team! We are currently looking to fill teaching positions in our infant (6 weeks-15 months) and young toddler (15-24 months) classrooms. Full time availability required. Are you looking for a work environment that is nurturing, supportive, and gratifying? Do you want to work with other professionals who are ready and willing to support you and help you deepen your knowledge of early childhood development? Does having the opportunity to bring your hobbies and interests into your daily work sound exciting? Then Green Bean might be the place for you! Someone will be a good fit with our school if... They are self-motivated and eager to learn about the Reggio Emilia philosophy and infant/toddler development They enjoy working closely with a team and have strong communication skills, are able to be direct and tactful, and able to seek out support and resources when needed They enjoy flexibility in their lesson planning and are curious about children's interests General responsibilities for the Lead Teacher role include, but are not limited to: • Developing weekly lesson plans based on the project approach that includes activities in the following areas: science, math, literacy/language, and physical development, • Following a daily classroom schedule that includes both choice time, circle time and art/sensory activities, • Providing high-quality care including changing diapers, following hand washing procedures for staff and children, participate in family style dining, and monitor the safety and wellbeing of each child, • Documenting group activities through photos, observations and teacher reflection, • Conducting regular observations for individual portfolio assessments, • Conducting parent-teacher conferences (willingness to conduct home visits if deemed appropriate), • Direct supervision of one or more teaching assistants (including conducting regular team meetings, modeling appropriate interactions with children and parents, training teaching assistants on documentation and project work), • Updating parent blog on a daily basis, • Participating in annual Open House and other family events at the school, • Participating in ongoing professional development (a minimum of 15 hours per year is required by DCFS) Required Qualifications: • Bachelor's or Associate's Degree (60+ semester hours of college level coursework), • A minimum of six semester hours in courses directly related directly to child care , Early Childhood Education, and/or child development (from birth to age six), • Three (3) written character references, • Complete a background check and fingerprinting, • Must be available to work full time between the hours of 7:30 a.m. and 6:00 p.m. Schedule coordinated with the Director., • Meets all DCFS licensing requirements, per the Rules 407, including a physical examination which provides evidence that staff are free of communicable disease, including active tuberculosis, and physical or mental conditions that could affect their ability to perform assigned duties, • Ability to maintain valid DCFS required certifications (SIDS, SBS, Food Handler, etc.) Preferred Qualifications: • Bachelor's Degree in ECE or related field preferred, • At least one year experience providing care and education for young children in a group childcare setting, • Knowledge of and experience with the Reggio Approach and documentation, • Willingness to develop teaching skills through reflective practice, • Willingness to develop knowledge of developmentally appropriate practice, • Willingness to develop knowledge of DCFS licensing standards

Job DescriptionErie Neighborhood House is seeking a dedicated and qualified ESL/Civics Instructor to join our Adult Education and Training team as an independent contractor for the upcoming FY27 session. The ideal candidate will provide high-quality English as a Second Language (ESL) and Civics instruction to adult learners, fostering an engaging and supportive environment that promotes language acquisition and civic knowledge. Position Responsibilities:Instruction & Lesson Management: • Curriculum Delivery: Prepare comprehensive lesson plans and deliver ESL/Civics instruction tailored to Spanish speakers, adult learners., • Class Schedule: Conduct 3-hour classes according to assigned shifts. Classes are held Monday through Thursday during the following intervals:, • Morning Session: 9:00 AM – 12:00 PM, • Evening Session: 6:00 PM – 9:00 PM, • Attendance & Reliability: Maintain strict adherence to the teaching schedule. In the event of an unavoidable absence, the contractor must notify the Adult Education and Training Program Manager as soon as possible. Administrative Compliance & Data Tracking:To ensure program compliance and facilitate prompt payment processing, the contractor is responsible for collecting, maintaining, and delivering the following program materials: • Student Intake: Complete intake forms for every student enrolled in the assigned group(s)., • Attendance Tracking: Maintain daily student attendance sheets, ensuring student initials are collected for each day present., • Testing & Assessment: Administer and record individual student Pre-test and Post-test score-sheets., • Evaluations: Collect completed class evaluations from each participating student., • Time Tracking: Submit accurate Instructor Time Sheets utilizing the format provided by Erie Neighborhood House. Professional Development:Attend mandatory training sessions and teacher meetings as requested by the agency to further professional development. Qualifications: • Prior experience teaching ESL and/or Civics to adult student populations., • Strong organizational skills with a demonstrated ability to manage rigorous student compliance documentation and testing data., • Excellent communication skills and cultural sensitivity., • Ability to commit fully to the session dates (07/6/2026 – 12/10/2026) and the designated Monday–Thursday class times. Erie Neighborhood House is dedicated to creating a workforce that promotes and supports diversity and inclusion. We provide equal employment opportunities to all individuals without discrimination. Applicants requiring reasonable accommodation for any part of the application and hiring process should contact us at hr@eriehouse.org. NO TELEPHONE CALLS PLEASE! MUST BE A MEMBER OF AFSCME OR JOIN AFTER 30 DAYS. ERIE NEIGHBORHOOD HOUSE IS AN EQUAL OPPORTUNITY EMPLOYER. ACCREDITED BY NAEYC & NATIONAL AFTER SCHOOL ASSOCIATION. RECOGNIZED BY DEPARTMENT OF JUSTICE. UNITED WAY MEMBER.

Job Description Position Overview Tierra Encantada is the leader in Spanish immersion early education and provides high quality language immersion education to children ages 6 weeks through 6 years of age. Classroom Assistants assist Teacher(s) in the classroom. Tierra Encantada - Old Irving Park in Chicago, IL is hiring for two Classroom Assistants. Pay and Schedule One role is is a full-time, nonexempt position that works Monday-Friday. The other is a part-time, nonexempt position that will work up to 30 hours per week Monday-Friday The pay range for this role is between $17.05 and $22.00 per hour Key Responsibilities • Assist in creating an engaging and welcoming environment for children and families., • Support the implementation of Tierra Encantada's curriculum and lesson plans through participation in planned activities and lessons., • Support the Lead Teacher in daily classroom routines and scheduling including transitions, snack times, and activity preparation., • Help maintain classroom organization by ensuring supplies are stocked and equipment is cleaned and stored properly., • Observe and interact with children to support their individual developmental needs., • Provide feedback to the Lead Teacher regarding children's progress and areas needing support., • Assist in preparing materials and documentation for parent-teacher conferences., • Maintain open and positive communication with parents to support their child's growth and development., • Share daily updates with families as directed by the Lead Teacher., • Build strong, collaborative relationships with co-workers and contribute to a supportive team environment., • Must fulfill required training requirements, and support Center objectives in achieving accreditation., • Other duties as assigned. Position Requirements • Must be fluent in Spanish., • Strong communication skills and be able to communicate effectively with families and co-workers., • Provide a certificate of completion of an approved pediatric first aid and CPR training within 90 days of hire. Employees are responsible for renewing and maintaining a valid, current CPR and pediatric first aid certification at all times, • Must have a respect for diversity and recognize that diversity makes our program better, • Must have the ability to complete annual required trainings to ensure providing high-quality early education, • Familiarity with childcare licensing requirements, safety protocols, and best practices in early education. Physical Requirements • Requires the ability to frequently walk, stand, climb stairs, crawl, sit, squat, stoop, bend, reach, kneel, rise from the floor, and twist., • Requires the ability to carry and lift 25 pounds or less, use repetitive or fine hand movements, and occasionally push, pull, run short distances, and carry and lift 25-50 pounds., • Requires excellent long distance and near vision to monitor children's activities both indoors and outdoors in various light conditions, as well as hearing capabilities to respond to children's needs and maintain safety in a moderately noisy environment. Benefits • Medical insurance, • Dental insurance, • Vision insurance, • 12 paid holidays, • Generous PTO package, • 401(k) with employer match, • Performance bonus, • Discounted childcare and waitlist priority for enrollment, • Company paid professional development. Additional Information About the Position • Once a job offer has been accepted, the candidate must pass a background check and fingerprinting. E-verify is used to verify work authorization status.

Job Description JOB TITLE: Lead Teacher- Birth-Three STATUS: Full Time ORGANIZATION: Marillac St. Vincent Family Services FLSA STATUS: Non-Exempt HOURS/WEEK: 40 DIVISION: Marillac Social Center DEPARTMENT: Early Childhood Programs Mission Marillac St. Vincent Family Services strengthens, empowers and gives voice to those in need – in the Vincentian spirit of service – through education and comprehensive programs to build vibrant communities in Chicago. Core Values Our employees commit themselves as individuals to live out the core values of integrity, excellence, creativity, advocacy, respect and empowerment in our daily work, as we serve the needs of others. Integrity - Acting with transparency, humility and honesty Excellence - Providing quality care with compassion Creativity - Being continuously resourceful and inventive Advocacy - Supporting the cause of those who lack resources for a reasonable quality of life Respect - Recognizing our own value and upholding the dignity and value of all people Empowerment - Providing skills and resources to achieve full human development Team Behaviors • Versatility – Understanding and appreciating different and opposing perspectives on an issue; adapting one’s approach as the requirements of the situation change; an eagerness for positive action; self-control; active listening., • A collaborative work model – Cooperatively working and sharing responsibility; contributing to the group effort; realizing a sense of commitment and ownership in the success of the organization’s goals., • Mutual accountability – Holds others accountable with their roles; provides and receives feedback and takes constructive action., • Client/customer advocate – Identifies opportunities to improve quality of services; presents one’s self professionally., • Protects confidentiality & privacy – Respects and protects information about all staff and clients. General Summary Background Marillac St. Vincent Family Services has been providing high quality social services to the communities of Chicago since 1914. We strengthen, empower and give voice to those in need – in the Vincentian spirit of service – through education and comprehensive programs to build vibrant communities in Chicago. Our employees commit themselves as individuals to live out the core values of integrity, excellence, creativity, advocacy, respect and empowerment in our daily work, as we serve the needs of others. In the Birth to Three Child Development Program we provide high quality full day early learning experiences utilizing the Creative Curriculum for Infants, Toddlers and Twos, and Teaching Strategies Gold. We keep class sizes small, minimize transitions, and practice continuity of care and primary caregiving to reinforce stable relationships, which are an essential component for young children’s learning. Through the continuity of care model children stay with the same team of teachers as they grow, and each child is assigned to one caregiver who is principally responsible for that child. At the heart of our program is a commitment that respects the differing cultures, lifestyles, preferences, abilities, learning styles and needs of the infants, toddlers, and families we serve. Duties & Responsibilities Job Description Summary For Lead Under the guidance of a Child Development Manager Infant-Toddler Specialist, our Lead Teachers: • Ensure their teaching teams work cooperatively to plan and implement individual educational plans for young children ages birth through 3 years. These educational plans must encourage every child’s social, emotional, physical, and language development in a manner appropriate to their age and stage of development., • Ensure that all necessary paperwork for classroom is completed accurately and turned into manager on time., • Ensure that all information that is entered into TSG is accurate and done weekly by all team members, • Ensure the teaching team provides a safe, stimulating, and nurturing environment enriched by high quality language experiences with an emphasis on social and emotional growth., • Implement all program requirements in adherence to performance and outcome standards as prescribed by the requirements of the center’s multiple funding partners and in accordance with each child’s ability, the National Association for the Education of Young Children’s (NAEYC) core components, and the Illinois Early Learning Guidelines, • Ensure that we make appointments and complete home visits and parent teacher conferences Coaching • Coach Teacher Assistants in the classroom, • Model developmentally appropriate practice, • Coaching responsibility including:, • Complete and execute collaborative staff goal setting and implementation., • Goal setting includes:, • Strengthening teacher child interactions, curriculum development, child assessments, observation and documentation, integrating content through studies and partnering with families., • Review staff goals quarterly, develop new goals (if applicable), and provide feedback and guidance., • Guide, direct and evaluate Teacher Assistants, Foster Grandparent, and Child Development students., • Conduct team and individual reflective guidance meetings., • Work collaboratively with team on time off requests. Administration • Work Collaboratively with team to ensure that they develop and maintain confidential education information for each child., • Facilitate and document weekly team meetings, • Ensure all required program documentation is completed accurately and submitted in a timely manner, • Monitor and ensure that daily attendance and meal participation reports are completed., • Ensure all confidential information is protected., • Work collaboratively with Supervisor and Director to assess strengths, challenges and develop goals annually., • Input classroom data into appropriate information systems. Child Development • Observe, assess and document each child’s health, skills, behavior, growth and development., • Provide opportunities for the children to develop positive self-images and experience success., • Ensure the development of individualized education for each child is documented., • Ensure the development and implementation of individualized educational activities is incorporated into lessons plan for each child., • Identify any developmental concerns regarding the children and follow agency protocol. Curriculum • Demonstrate knowledge and understanding of Early Childhood Education., • Demonstrate knowledge and understanding of Infant and toddler development, • Plan and implement developmentally appropriate classroom activities which will promote the social, emotional, physical and cognitive development of each child., • Work collaboratively with team to develop lesson plans with goals, objectives activities, and outcomes for children that integrate health, nutrition, mental health, disabilities and parent involvement into the plans., • In collaboration with the Birth to 3 manager implement and help assess the program’s educational plan., • Work collaboratively with support staff to integrate assessment results into curriculum and lesson planning. Classroom Environment • Establish and maintain a classroom environment which includes positive guidance techniques that meets state and local licensing regulations, NAEYC performance standards and St. Vincent’s philosophy and curriculum., • Establish and create a secure environment that invites learning through exploration and discovery., • Ensure that all children are always under appropriate supervision., • Develop and maintain an attractive, clean, safe, and engaging environment that encourages children’s independence and self-selection of activities., • Work collaboratively with team to ensure they care for equipment and materials., • Notify supervisor and appropriate parties of any needed repairs or maintenance in classroom, playground, gym, and large motor room., • Ensure that daily, weekly and monthly health and safety policies and procedures are implemented and documented Parent Involvement • In coordination with birth to 3 manager, teaching team and Family Support:, • Schedule and ensure completion of at least two Parent Teacher conferences for each child., • Encourage and provide opportunities for parent participation in the program., • Provide examples and ideas for educational activities for parent/child participation at home., • Encourage family engagement, including quarterly Family Engagement Events., • Develop effective partnerships with families., • Ensure that teaching team is sending information and activities via Remind App and TSG family Other • Attend all required meetings and trainings, including mentoring and coaching trainings., • Regularly participate and make contributions at Teacher meetings, trainings, supervision, weekly team meetings; etc. Complete a minimal of (20) CEU’s annually to meet DCFS and Accreditation continuing education with infant and toddler focus • Performs other duties as assigned within the scope of the job description., • Track the utilization of materials, recommends supplies, equipment and supplies needed for program., • Provide classroom coverage as needed to ensure teacher, child ratios., • Provide recommendations in the evaluations and corrective actions of Teacher Assistants., • Complete required documentation for monthly State Pre-K reports., • Follow all mandates of NAEYC, state and local licensing and St. Vincent’s philosophy and curriculum. Act with integrity and aspire to model our Core Values in the delivery of all services Job Requirements Experience/Education Education/Experience • Associate degree in Early Childhood Education (ECE) and an IT credential Level 4 and ECE Level 5 required, • Bachelor’s degree in ECE or CD, preferred. Member of Gateways, • Three (3) years prior teaching experience with birth to 3-year-old children, • Three (3) year experience working in early childhood setting, • Knowledge of Creative Curriculum and Teaching Strategies Gold, • Knowledge of developmentally appropriate practices for children ages 15 months to 3 years Qualifications • Ability to establish a respectful and trustworthy relationship with birth to three and their families, • Ability to establish a respectful, cooperative and collaborative relationship with co-teachers, • Ability to work respectfully and cooperatively with Teacher Assistants, including assisting them in increasing their professional knowledge and skills regarding developmentally appropriate practices for birth to three, • Ability to take a leadership role in classroom to ensure that paperwork is accurate and timely, • Ability to read and speak English proficiently Physical Demands

Job Description JOB TITLE: Lead Teacher- Birth-Three STATUS: Full Time ORGANIZATION: Marillac St. Vincent Family Services CUSTOMARY HOURS: FLSA STATUS: Non-Exempt HOURS/WEEK: 40 DIVISION: Marillac Social Center DEPARTMENT: Early Childhood Programs DIRECT SUPERVISOR: DIRECTLY SUPERVISES: None Mission Marillac St. Vincent Family Services strengthens, empowers and gives voice to those in need – in the Vincentian spirit of service – through education and comprehensive programs to build vibrant communities in Chicago. Core Values Our employees commit themselves as individuals to live out the core values of integrity, excellence, creativity, advocacy, respect and empowerment in our daily work, as we serve the needs of others. Integrity - Acting with transparency, humility and honesty Excellence - Providing quality care with compassion Creativity - Being continuously resourceful and inventive Advocacy - Supporting the cause of those who lack resources for a reasonable quality of life Respect - Recognizing our own value and upholding the dignity and value of all people Empowerment - Providing skills and resources to achieve full human development Team Behaviors • Versatility – Understanding and appreciating different and opposing perspectives on an issue; adapting one’s approach as the requirements of the situation change; an eagerness for positive action; self-control; active listening., • A collaborative work model – Cooperatively working and sharing responsibility; contributing to the group effort; realizing a sense of commitment and ownership in the success of the organization’s goals., • Mutual accountability – Holds others accountable with their roles; provides and receives feedback and takes constructive action., • Client/customer advocate – Identifies opportunities to improve quality of services; presents one’s self professionally., • Protects confidentiality & privacy – Respects and protects information about all staff and clients. General Summary Background Marillac St. Vincent Family Services has been providing high quality social services to the communities of Chicago since 1914. We strengthen, empower and give voice to those in need – in the Vincentian spirit of service – through education and comprehensive programs to build vibrant communities in Chicago. Our employees commit themselves as individuals to live out the core values of integrity, excellence, creativity, advocacy, respect and empowerment in our daily work, as we serve the needs of others. In the Birth to Three Child Development Program we provide high quality full day early learning experiences utilizing the Creative Curriculum for Infants, Toddlers and Twos, and Teaching Strategies Gold. We keep class sizes small, minimize transitions, and practice continuity of care and primary caregiving to reinforce stable relationships, which are an essential component for young children’s learning. Through the continuity of care model children stay with the same team of teachers as they grow, and each child is assigned to one caregiver who is principally responsible for that child. At the heart of our program is a commitment that respects the differing cultures, lifestyles, preferences, abilities, learning styles and needs of the infants, toddlers, and families we serve. Duties & Responsibilities Job Description Summary For Lead Under the guidance of a Child Development Manager Infant-Toddler Specialist, our Lead Teachers: • Ensure their teaching teams work cooperatively to plan and implement individual educational plans for young children ages birth through 3 years. These educational plans must encourage every child’s social, emotional, physical, and language development in a manner appropriate to their age and stage of development., • Ensure that all necessary paperwork for classroom is completed accurately and turned into manager on time., • Ensure that all information that is entered into TSG is accurate and done weekly by all team members, • Ensure the teaching team provides a safe, stimulating, and nurturing environment enriched by high quality language experiences with an emphasis on social and emotional growth., • Implement all program requirements in adherence to performance and outcome standards as prescribed by the requirements of the center’s multiple funding partners and in accordance with each child’s ability, the National Association for the Education of Young Children’s (NAEYC) core components, and the Illinois Early Learning Guidelines, • Ensure that we make appointments and complete home visits and parent teacher conferences Coaching • Coach Teacher Assistants in the classroom, • Model developmentally appropriate practice, • Coaching responsibility including:, • Complete and execute collaborative staff goal setting and implementation., • Goal setting includes:, • Strengthening teacher child interactions, curriculum development, child assessments, observation and documentation, integrating content through studies and partnering with families., • Review staff goals quarterly, develop new goals (if applicable), and provide feedback and guidance., • Guide, direct and evaluate Teacher Assistants, Foster Grandparent, and Child Development students., • Conduct team and individual reflective guidance meetings., • Work collaboratively with team on time off requests. Administration • Work Collaboratively with team to ensure that they develop and maintain confidential education information for each child., • Facilitate and document weekly team meetings, • Ensure all required program documentation is completed accurately and submitted in a timely manner, • Monitor and ensure that daily attendance and meal participation reports are completed., • Ensure all confidential information is protected., • Work collaboratively with Supervisor and Director to assess strengths, challenges and develop goals annually., • Input classroom data into appropriate information systems. Child Development • Observe, assess and document each child’s health, skills, behavior, growth and development., • Provide opportunities for the children to develop positive self-images and experience success., • Ensure the development of individualized education for each child is documented., • Ensure the development and implementation of individualized educational activities is incorporated into lessons plan for each child., • Identify any developmental concerns regarding the children and follow agency protocol. Curriculum • Demonstrate knowledge and understanding of Early Childhood Education., • Demonstrate knowledge and understanding of Infant and toddler development, • Plan and implement developmentally appropriate classroom activities which will promote the social, emotional, physical and cognitive development of each child., • Work collaboratively with team to develop lesson plans with goals, objectives activities, and outcomes for children that integrate health, nutrition, mental health, disabilities and parent involvement into the plans., • In collaboration with the Birth to 3 manager implement and help assess the program’s educational plan., • Work collaboratively with support staff to integrate assessment results into curriculum and lesson planning. Classroom Environment • Establish and maintain a classroom environment which includes positive guidance techniques that meets state and local licensing regulations, NAEYC performance standards and St. Vincent’s philosophy and curriculum., • Establish and create a secure environment that invites learning through exploration and discovery., • Ensure that all children are always under appropriate supervision., • Develop and maintain an attractive, clean, safe, and engaging environment that encourages children’s independence and self-selection of activities., • Work collaboratively with team to ensure they care for equipment and materials., • Notify supervisor and appropriate parties of any needed repairs or maintenance in classroom, playground, gym, and large motor room., • Ensure that daily, weekly and monthly health and safety policies and procedures are implemented and documented Parent Involvement • In coordination with birth to 3 manager, teaching team and Family Support:, • Schedule and ensure completion of at least two Parent Teacher conferences for each child., • Encourage and provide opportunities for parent participation in the program., • Provide examples and ideas for educational activities for parent/child participation at home., • Encourage family engagement, including quarterly Family Engagement Events., • Develop effective partnerships with families., • Ensure that teaching team is sending information and activities via Remind App and TSG family Other • Attend all required meetings and trainings, including mentoring and coaching trainings., • Regularly participate and make contributions at Teacher meetings, trainings, supervision, weekly team meetings; etc. Complete a minimal of (20) CEU’s annually to meet DCFS and Accreditation continuing education with infant and toddler focus • Performs other duties as assigned within the scope of the job description., • Track the utilization of materials, recommends supplies, equipment and supplies needed for program., • Provide classroom coverage as needed to ensure teacher, child ratios., • Provide recommendations in the evaluations and corrective actions of Teacher Assistants., • Complete required documentation for monthly State Pre-K reports., • Follow all mandates of NAEYC, state and local licensing and St. Vincent’s philosophy and curriculum. Act with integrity and aspire to model our Core Values in the delivery of all services Job Requirements Experience/Education Education/Experience • Associate degree in Early Childhood Education (ECE) and an IT credential Level 4 and ECE Level 5 required, • Bachelor’s degree in ECE or CD, preferred. Member of Gateways, • Three (3) years prior teaching experience with birth to 3-year-old children, • Three (3) year experience working in early childhood setting, • Knowledge of Creative Curriculum and Teaching Strategies Gold, • Knowledge of developmentally appropriate practices for children ages 15 months to 3 years Qualifications • Ability to establish a respectful and trustworthy relationship with birth to three and their families, • Ability to establish a respectful, cooperative and collaborative relationship with co-teachers, • Ability to work respectfully and cooperatively with Teacher Assistants, including assisting them in increasing their professional knowledge and skills regarding developmentally appropriate practices for birth to three, • Ability to take a leadership role in classroom to ensure that paperwork is accurate and timely, • Ability to read and speak English proficiently Physical Demands

A leading charter school network is seeking an English Language Teacher for the academic year SY26-27 in Chicago, IL.

Job Description JOB TITLE: Assistant Teacher STATUS: Full Time FLSA STATUS: Non-Exempt HOURS/WEEK: 40 DIVISION: Marillac Social Center DEPARTMENT: Birth to Three DIRECTLY SUPERVISES: None Mission As stewards of the Vincentian spirit, employees of Marillac St. Vincent Family Services are committed to strengthening and empowering those most in need to reach their greatest potential. We fulfill our mission through quality programs for children, teens, families, seniors and homeless. Core Values Our employees commit themselves as individuals to live out the core values of integrity, excellence, creativity, advocacy, respect and empowerment in our daily work, as we serve the needs of others. Integrity - Acting with transparency, humility and honesty Excellence - Providing quality care with compassion Creativity - Being continuously resourceful and inventive Advocacy - Supporting the cause of those who lack resources for a reasonable quality of life Respect - Recognizing our own value and upholding the dignity and value of all people Empowerment - Providing skills and resources to achieve full human development Team Behaviors • Versatility – Understanding and appreciating different and opposing perspectives on an issue; adapting one’s approach as the requirements of the situation change; an eagerness for positive action; self-control; active listening., • A collaborative work model – Cooperatively working and sharing responsibility; contributing to the group effort; realizing a sense of commitment and ownership in the success of the organization’s goals., • Mutual accountability – Holds others accountable with their roles; provides and receives feedback and takes constructive action., • Client/customer advocate – Identifies opportunities to improve quality of services; presents one’s self professionally., • Protects confidentiality & privacy – Respects and protects information about all staff and clients. General Summary Plan and implement a child development program designed for emotional, social, educational and physical development of the very young child, within the framework of the agency’s philosophy and objectives, under the direction of the Child Development Supervisor and Director. Duties & Responsibilities • Create a secure environment that invites learning through exploration and discovery, • Plan and prepare weekly and long-term lessons/project while conducting an appropriate daily program. Submit weekly lesson plans to Supervisor. Post weekly lesson plans on parent board., • Consult frequently with co-worker(s) to plan and prepare lessons & activities. Communicate collaboratively with co-worker(s) throughout the day to ensure smooth operations., • Respectfully guide and implement family-style mealtimes, eating with the children to model healthy nutrition habits and table manners., • Plan and implement creative activities which help children develop large muscle development., • Spend individual time with each child each day., • Talk with children in ways that show respect and caring. Talk with children to build optimum self-esteem., • Establish consistent rules and behavioral expectations and convey them clearly and consistently. Help children to resolve conflicts by using a problem-solving approach. Ask children open-ended questions and make suggestions to promote problem solving., • Attend regularly to children's physical needs such as nose wiping, hand and face washing, diapering, and toilet training, toilet accidents. Staff practices regular and proper hand washing techniques. Practices proper use of rubber gloves. These procedures should be handled in a relaxed manner. Quickly comfort infants in distress. Give one-on-one attention to infants during feeding & diapering, allowing time for infant responses. Reassure crying toddlers., • Demonstrate knowledge of the stages of children's development in all areas. Observe, record and report significant individual's or group behavior in the form of anecdotal records, observational reports and requests for Family Support Specialist; share information appropriately. Recognize and allow for individual differences in development and Integrate concepts and themes that reflect the community and interests of the children. Use assessment information to plan activities that promote each child's growth and development., • Keep inventory of materials and equipment and recommends to supervisor when replacements are needed. Notify supervisor in writing of any needed repairs or maintenance in the playroom or playground to insure the safety of the children. Maintain and cares for equipment in an orderly physical environment. Example: Washing toys that are put in mouth, as needed throughout the day. Washing and cleaning of shelves and equipment. Responsibly select toys, and supplies that are developmentally appropriate for the child., • Regularly keep parents informed of their child's growth and development in a respectful, professional manner and encourages parents to participate in the program. Respect cultural diversity. Support parents helping them feel confident as parents. Provide opportunities for parents to learn about the curriculum and how they can extend learning at home. Conduct parent-teacher conferences twice a year., • At least annually, conduct an assessment with the Supervisor & Director to identify the strengths and weaknesses of the program and set program goals for the next year., • Act with integrity and aspire to model our Core Values in the delivery of all services. Job Requirements Experience/Education All positions: Associates Degree or Bachelor in Early Childhood/Child Development from an accredited college or university is desired. Member of Gateways. Teacher: Associate or Bachelor degree in Early Childhood Education or Child Development, Minimum 1 to 3 years of experience in group child care Teacher Assistant: Minimum 1 to 3 years of experience in group child care and Minimum 30 semester hours (or 60 quarter hours) of credits from an accredited college or university with 15 semester hours (30 quarter hours) in Early Childhood Education or Child Development. Candidates must commit to continuing to pursue the Associate degree in ECE. Qualifications Qualified candidates possess emotional maturity, respectfulness, nurturance and patience for children. Furthermore, they must demonstrate the ability to model appropriate behavior; and to contribute to each child's physical, intellectual, social, emotional and developmental needs. Additionally, the ability to lift thirty pounds and to accompany young children on program related outings is required. Language Ability to read and speak English proficiently. Bilingual (Spanish) is preferred. Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. • Must be able to physically interact with children, including talk, hear, sit, stand, walk; use hands and fingers, handle or feel objects, tools, or controls; reach with hands and arms; and stoop, kneel, crouch, or crawl and lift and or move items., • Must be able to manually operate and use a computer and other office equipment., • Possess the ability to fulfill any and all activities normally expected in a classroom setting, to include, but not limited to active participation in group activities., • Ability to clearly hear and understand telephone conversations., • The employee must occasionally lift and/or move up to 25-30 pounds., • At times, may require more than 40 hours per week to perform the essential duties of the position., • Fine hand manipulation (keyboarding)., • This is not a sedentary position but requires constant movement in keeping the planned group activities. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. • Student Classroom, • Playground outside, • The noise level in the work environment is usually moderate to loud

General responsibilities for the Lead Teacher role include, but are not limited to: Developing weekly lesson plans based on the project approach that includes activities in the following areas: science, math, literacy/language, and physical development Following a daily classroom schedule that inclu