Lead Teacher Jobs in Gautier, MS

Foundation Prep is a literacy-focused elementary school. With a founding kindergarten and first grade integrated class, we opened in August of 2015. We are seeking passionate educators for the position of Co-Teacher available for the 2017-18 school year. Teaching at Foundation Prep is an ideal position for an educator with passion for the craft of instruction and the desire to collaborate and grow as part of a dynamic team. In addition to summer, weekly, and interim professional development and team planning meetings, teachers will receive consistent high-impact coaching and feedback from Foundation Prep's Leadership. Foundation Prep is committed to recruiting, developing and retaining a team of excellent teachers! Job Description • Assist in c reating a positive, achievement-oriented, and structured learning environment that excites and invests students in learning . We will support you in implementing systems that allow students to achieve both academic and life success. You, along with every adult in our school, is responsible for the success of each and all of our students, even those not in your homeroom. • Motivate students to realize high academic achievements . We are a literacy-focused school, dedicating over 200 minutes daily to literacy. For us, literacy is more than just reading and writing, but also listening and speaking. Our Prepsters engage in content through that lens. They learn through experience and talking, listening, writing and reading about the content they are being taught. It will be your responsibility to design and implement unit and lesson plans in collaboration with grade-level or content-level teams that challenge Prepsters and allow for many different types of learning. • Assist in b uilding classroom community by investing Prepsters in academic success and the development of the Foundation Prep FIRST values (Focus, Integrity, Respect, Self-discipline, and Teamwork) . You will be asked to help create a classroom culture of learning that is aligned with the Foundation Prep Way. We are preparing each Prepster, not just for academic, but also life success. Emotional literacy is as important to us as academic literacy. We believe, just as students learn differently, they also react differently to any given situation. We don't believe that punitive classroom cultures allow students to learn the skills they need to think critically as individuals. We instead believe that we must teach our Prepsters that each action has a consequence, good and bad, and that it is not the mistakes we make that define our character, but how we respond to those mistakes that defines who we are as a person. We are excited to talk with you more about our Restorative Practices and how we teach Prepsters to have high-expectations for themselves and each other, while showing forgiveness. • Utilize data from daily, weekly, and interim assessments to drive instruction and interventions . All our instruction occurs in small, targeted groups. In order to continue to be able to reach each of our Prepsters at their constantly growing academic levels, teachers analyze data and reconfigure lessons and groups to suit the needs of our students. You will be asked to think critically and thoughtfully about student growth and how to continue to drive for academic excellence. • Participate enthusiastically in structured and informal learning and development opportunities . As an experienced teacher, we know that you have accomplished a tremendous amount in crafting your skill. We are extremely excited for you to share all that you have learned about the art and science of teaching with your colleagues. In fact, we expect you to collaborate with your coach, grade-level chair, and school team to improve instructional, culture-building, and leadership skills. We also believe that we are all life-long learners. We will support you with both formal training through professional development and coaching, and informally with the lessons you will learn from your colleagues teaching together in the classroom, as well as working together in team planning and data analysis meetings. • Exemplify Foundation Prep's core values in all interactions with students, families and colleagues . We believe in the power of relationships. We know our parents by first names, we know their phone numbers by heart, and we love our Prepsters. We are looking for someone who knows that “please” and “thank you” go a long way, that hugs can fix almost anything and that transparency is essential. As a part of the Foundation Prep family, you'll be asked to build relationships, not just with your students, but their families, your colleagues and our many partners in this work. Qualifications Required : • A Bachelor's Degree. • Certification or progress toward certification to be a highly qualified teacher in the state of Louisiana. • An incredible work ethic and a passion for being part of a team-oriented, mission-driven, joyful school culture. • Ability to grow strong instructional and classroom management skills. Highly Preferred: • High level of personal organization and planning. • Experience in diverse classrooms. • Proficiency in Spanish or Vietnamese • Desire to have a long-term career in education. Additional Information Co-teachers receive weekly coaching from leadership staff, daily real-time coaching from Coach, and mentoring from Lead teacher to hone their instructional and management skills, developing as a teacher. Co-teacher should have or be working on their teaching certification and is committed to staying in the classroom, thus looking for opportunities to grow and lead their own class as the school grows.

Master, Mentor, Instructional Coach/296 - Master Teacher (High-Needs School) Closing Date: 03/19/2025 Ascension Parish School Board I. JOB TITLE: Master Teacher JOB TYPE: 296 POSITION REPORTS TO: Principal PAY GRADE: T-1 + Stipend FLSA STATUS: Exempt ASSIGNMENT PERIOD 9 Months 182 Days II. SUMMARY OF POSITION'S PURPOSE Collaborates with the principal and other teachers to plan and implement a program of study which allows the student to participate and learn in a productive environment III. MINIMUM QUALIFICATIONS EDUCATION/CERTIFICATION - Bachelor's Degree. Type B or Level II Louisiana teaching certificate. Additional criteria as the Board may require. IV. DUTIES AND RESPONSIBILITIES Works with principal and the school improvement team to analyze all student data to determine focus strategies that best meet the needs of the school. Researches and tests appropriate strategies to address specific learning needs of the school as determined by data analysis. Works with the principal to lead professional development activities. Conducts peer observations, models lessons, team teaches, and coaches teachers. Plans cluster group activities. Works with mentor teachers to support all career teachers in the implementation of appropriate teaching strategies. Provides instruction to students by planning effectively for instruction, providing written lesson plans in prescribed form, delivering instruction effectively, presenting the appropriate content, providing opportunities for student involvement in the learning process and assessing student progress effectively. Examples of this accountability include, but are not limited to, the following: Plans a daily program of instruction based on curriculum guides. Sends interim reports at mid-report periods. Prepares laboratory experiences. Develops and implements curriculum objectives based on pupil assessments. Assigns homework in keeping with student and curriculum needs. Constructs and administers tests and other diagnostic material to identify individual levels of attainment. Implements the Louisiana Components of Effective Teaching in all teaching-learning situations. Participates in the referral process for 504 and IDEA services promptly and completely. Implements all 504 and IDEA modifications as required. Plans instructional program with other faculty as appropriate. Performs management accountabilities by maintaining an environment which is conducive to learning, maximizing the amount of time available for instruction, managing learner behavior to provide productive learning opportunities and demonstrating efficiency in meeting obligations. Examples of this accountability include, but are not limited to, the following: Submits grades for students each nine weeks. Requests and schedules parent conferences. Confers with students regarding strengths and weaknesses. Complies with all school rules and school board policies. Assumes responsibility for the implementation of emergency procedures when such action is required. Completes paperwork and reports accurately and on a timely basis. Manages textbook distribution, collection and fee collection for damaged or lost textbooks. Establishes classroom management routines. Provides and endorses standards for the treatment of school property. Reports child abuse or suspected neglect to the proper authorities. Maintains a professional demeanor by performing non-instructional duties, assuming responsibility for meaningful professional growth, sharing responsibility for school improvement and demonstrating proficiency in oral and written communications. Examples of this accountability include, but are not limited to, the following: Cooperates with principals and supervisors during supervisory visits. Participates in parish wide in-service training. Participates in professional organizations. Supports PTA and other school functions. Attends faculty meetings, parent/teacher organization meetings and other school functions. Performs assigned duties with respect to recess and library periods. Provides courteous and prompt service to all internal and external customers including students, parents, co-workers, etc. Schedules and/or attends conferences with parents. Prioritizes and addresses requests and assignments in a professional manner to develop cooperative relationships and to ensure that student and employee records confidentiality is assured. Identifies opportunities and recommends methods to improve service, work processes and financial performance, e.g. expense management. Assists in the implementation of quality improvement initiatives. Assists co-workers in the completion of tasks and assignments to ensure continuity of service. Orients new co-workers and actively supports teamwork throughout the school system. Performs other duties as required. Teachers shall be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports: Instructional Components Fulfill duties traditionally expected of those in supervisory positions Lesson Plans Instruction Collaborate with colleagues and departments Grade papers Take and record attendance Enter/Average grades Maintain positive and timely interaction with parents relative to the performance or conduct of students assigned to the teacher Supervision Supervision of students when students are on or off campus at a school related/sponsored event Supervision of students prior to school and/or drop-off, when assigned Supervision of students in the classroom Supervision of students between classes, during recess/intermission, during lunch, assemblies Supervision of students after school and/or pick-up, when assigned Non-instructional Components Attend meetings generally associated with the instructions of students Attend faculty, staff, and department meetings Attend training sessions Attend IEP meetings Attend parent-teacher conferences Attend back-to-school and open-house events Attend graduation Attend PGP, PIP, Evaluation, Observation, IAP, and student discipline meetings/hearings Attend school board/committee meetings, upon request Extracurricular Activities Attend/work concessions/gates of no more than 15 athletic events per school year as requested by the principal or designee Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor NOTE: This is a summary of the primary duties and responsibilities of the position. It is not intended to be a comprehensive listing of all duties and responsibilities. The Ascension Parish School Board reserves the right to change this description at its discretion. V. SIGNATURES: Supervisor Date Employee Date This job description was approved by the Ascension Parish School Board on: June 25, 2024.

Science/Social Studies Master Teacher- Elementary Reports to the Principal and Director of TAP About Algiers Charter Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success. We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level. The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability. Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team. What Success Means In This Position The Elementary Science/Social Studies Master Teacher is a full-time exempt role for 10.5 months during the academic year. This role helps students learn subject matter and/or skills that will contribute to their development as mature, able, responsible people who become lifelong learners. Position Description & Expectations The primary role of the master teacher is to analyze student data and create and institute an academic achievement plan for the school. Master teachers lead cluster groups and provide exemplary lessons, coaching and team teaching to career teachers. They also spend, on average, 2 hours per day teaching students. Master teachers are partners with the principal in evaluating other teachers. Professional Learning, Development, and Growth for Teachers: Teachers are expected to attend yearly professional development in the form of: New Teacher Induction Opening Professional Development for Teachers Job embedded Professional Development Faculty and Grade-Level Meetings Other meetings as designated by school leaders Participate in all TAP trainings and become a Certified TAP Evaluator Leadership Team Participation Some of the responsibilities a Elementary Science/Social Studies Master Teacher will have as a member of this team are to: analyze student data to identify student learning goals; develop a school academic achievement plan; create school assessment plan; monitor goal setting, activities, classroom follow-up and goal attainment for cluster groups and Individual Growth Plans (IGPs); assess teacher evaluation results; and maintain inter-rater reliability. Cluster Group Planning and Implementation As a cluster group leader, the Elementary Science/Social Studies Master Teacher will be responsible for: developing the long-range cluster plan, weekly cluster group meeting records and activities with other members of the Leadership Team; overseeing and leading, co-leading or attending selected cluster meetings following the 5 STEPS for Effective Learning; providing appropriate follow-up in the classroom; and assessing all cluster groups progress toward goals. A critical component of this role is to interact regularly with students. This is achieved through regular classroom teaching time. Manage Teacher Individual Growth Plans The Elementary Science/Social Studies Master teacher oversees groups of teachers in developing goals, provides instructional interventions with proven results, facilitates teacher proficiency with these new strategies through classroom-based follow-up, and ensures that the progression of teacher skill development as aligned with changing student learning needs. Evaluations/Conferencing The Elementary Science/Social Studies Master Teacher conducts classroom evaluations and post conferences for both formal and informal observations. Classroom Follow-up The Elementary Science/Social Studies Master Teacher is expected to work with all teachers to develop lessons for the classrooms. He/ She/ They will guide the work of the teachers and provide them with expert advice along the way. The master teacher also provides classroom support following every cluster meeting along with documentation (observation/feedback, model teaching "demonstration lessons" and team-teaching based on individual teacher mentoring situations). Professional Growth While the Elementary Science/Social Studies Master Teacher is expected to come to the job with a high level of educational knowledge, they will be afforded the opportunity to work with TAP director and other master teachers to enhance their skills and provide their teachers with only the best instructional interventions and strategies. In some cases, mentor teachers will also attend selected in-service training sessions. Evaluation Elementary Science/Social Studies Master Teachers are formally evaluated three (3) times a year (1 announced / 2 unannounced) by a member of the Instructional Leadership Team: Director of Performance and Accountability Director of TAP Principal and/or Master Teacher Other Job Duties and Responsibilities As stated earlier, Elementary Science/Social Studies Master Teachers will teach a portion of the day, which is flexible and can be clustered, and is at the discretion of the principal and/or Director of Performance and Accountability. Understand the unique AC environment and be able to uphold the mission of the school. Meet those standards of performance for his/her individual teaching assignment developed by the principal of the school, the LDE, and other state & federal requirements, including following the Louisiana Academic Standards. Guide the learning process of students in the classroom toward the achievement of curriculum goals set by the principal while upholding all state and federal guidelines. Assist the administration in implementing all school and AC policies. Achieve those goals included in the Student Learning Targets (SLTs) developed jointly with the Principal or Assistant Principal as part of the accountability process mandated by the State Legislature and BESE policy. Consult with administrator(s), colleagues, students and/or parents on a regular basis. Serve on and participate in professional staff committees/meetings required. Perform other related duties as required. Strive to maintain and improve personal and professional competence. Serve the diverse, multicultural learning population by teaching to all learning styles and being cognizant of varying cultural needs Stipend In return for the stipend that is paid, Elementary Science/Social Studies Master Teachers are required to work a minimum of ten (10) additional days (5 days before teachers report and 5 days after the school year ends) and accomplish activities identified by the principals/directors. In consideration of said services rendered, it is agreed that the stipend for the year shall be $8,000 ($333.33 per pay period). This is contingent upon continued funding for the school year. All teachers are subject to re-qualification each year the Teacher Advancement Program is funded. Termination The agreement may be terminated by both parties by providing Human Resources with a ten (10) day written notice. Upon termination of the contract, the master teacher may be eligible for a career teaching position contingent upon the availability of a position in the certification area. An existing career teacher cannot be moved to accommodate a former master teacher. Qualifications Bachelor Degree in Education or related area of study, required Master's Degree in Education or related area of study, highly preferred Two years of teaching experience preferred Valid Louisiana Teaching Certificate with Louisiana Certification, preferred Proven record of high student achievement as listed on previous evaluations and Compass scores, highly preferred Desire and ability to succeed in a student-friendly, detail-oriented, community environment Demonstrate attributes of a growth mindset Belief in the Algiers Charter mission and educational model Open to professional learning, formal/informal observations, and feedback View all jobs at this company

- Special Education Job Number 2300275201 Start Date Open Date 07/19/2023 Closing Date Duty Days 204 Reports To Director of Special Education Salary Range: From/To Certified Schedule 16 Job Attachment View Attachment The State does not discriminate on the basis of age, race, color, sex, sexual orientation, religious preference, marital status, disability, national origin, or any other reason prohibited by state or federal law. Employees of the District are required to comply with the provisions of Title VII of the Civil Rights Act and Title IX of the 1972 Educational Amendments. Alabama school boards are required by state law to verify the employment eligibility of newly hired employees by using the federal E-Verify program. New employees are required to provide a Social Security number, an unexpired identity document that contains a photograph, and other acceptable documents that establish employment eligibility. In addition to determining whether a new hire is authorized to work in the United States, E-Verify will confirm that the employee's name and Social Security number match. Use of any published data or content on this web site is prohibited without the written consent of the Alabama State Department of Education.

Full-time Description To ensure the young children we serve have a solid foundation for life. To encourage the social, emotional, physical, and cognitive development of Head Start children and to attend to their safety and welfare. To promote family engagement in all aspects of the program. To meet requirements of Federal Head Start Performance Standards and any local, state and/or agency policies and procedures. Physical Demands Work involves frequent movements in the classroom and the facility. Work involves using repetitive motions of the wrists, hands and/or fingers while operating standard office equipment. Must be able to perceive the nature of sound at normal speaking levels with or without correction. Must be able to be active for extended periods of time without experiencing undue fatigue. Must be able to lift children weighing 50 pounds or more as it may be required during emergencies or other unusual circumstances. Must be able to perform activities on the floor and outdoors with children, keeping pace with the energy level of the children. Must recognize hazards and dangerous situations and take appropriate action. Must be available to accompany children on field trips and assisting them on/off the bus and crossing the street. Mental Demands Must demonstrate good communication and speaking skills to receive and give information in person and by telephone. Must demonstrate strong written and verbal communication skills. Must have the ability to work under pressure and meet deadlines. Must have the ability to apply Early Childhood Development (focus on infant/toddler) theory in daily activities, and adapt to the individual needs of children. Special Demands Must possess superior customer service skills and professional etiquette. Must possess proficient knowledge and ability to use a computer (must be keyboard proficient) and other office technology (i.e. telephone, fax, etc.). Must have the ability to supervise and monitor children at all times to ensure a safe environment including the physical ability to monitor and move quickly in order to respond to children who are very active and may need restraint or redirection in order to ensure their safety or the safety of others. Must have a valid drivers' license and a satisfactory driving record. Requirements Education An associate, baccalaureate or advanced degree in early childhood education; an associate degree in a field related to early childhood education and coursework equivalent to a major relating to early childhood education, with experience teaching preschool-age children; OR A baccalaureate or advanced degree in any field and coursework equivalent to a major relating to early childhood education, with experience teaching preschool-age children; OR A baccalaureate degree in any field and has been admitted into the Teach For America program, passed a rigorous early childhood content exam, such as the Praxis II, participated in a Teach For America summer training institute that includes teaching preschool children and is receiving ongoing professional development and support from Teach For America's professional staff. NOTE: Transcripts are required to validate educational requirements. Experience Must have a minimum of 6 months experience working with infants and toddlers in a daycare setting.

Job Details Bayside Academy - Daphne, AL Full Time 4 Year DegreeDescription Bayside Academy seeks an innovative, experienced English instructor for the Upper School (grades 9-12). This teacher must be versatile in what courses he or she can potentially teach. He or she must be adept in the instruction of writing and appreciate the role that literary analysis and critical thinking have in a robust English curriculum. He or she must be dynamic in their instructional approach, skilled in differentiation, and capable of collaborating with peers across disciplines. He or she must be knowledgeable in interdisciplinary content and pedagogy, and able to meet the needs of all learners. Strong interpersonal and communication skills are vital as relationships are the cornerstone to student success. This individual must be able to build strong, trusting relationships with all community stakeholders; students, colleagues, and parents.

Glad Tidings Christian Academy in Birmingham, AL is looking for one 2nd grade teacher to join our 29 person strong team. We are located on 1400 Brisbane Ave. Our ideal candidate is attentive, ambitious, and engage. We are looking forward Glad Tidings Christian Academy in Birmingham, AL is looking for one teacher to join our 29 person strong team. We are located on 1400 Brisbane Ave. Our ideal candidate is attentive, punctual, and hard-working. Responsibilities Educate students according to predetermined guidelines Plan, coordinate, and implement student learning plans Provide a positive and nurturing learning environment Engage with parents regarding their student's performance at meetings Qualifications Experience working as a teacher Ability to remain patient and positive with students Exceptional written and verbal communication skills Relevant certification or diploma as outlined by state laws We are looking forward to hearing from you. to hearing from you.

Elementary School/Teacher Date Available: 07/01/2024 Additional Information: Show/Hide Department/Site: Escatawpa Upper Elementary Qualifications: Mississippi Teacher License Bachelor's Degree Minimum Reports to: Principal Supervises: Assistant Teachers, Students, Volunteers Job Goal: To provide instructional leadership in teaching students to achieve, at a high level, the goals of the chosen course of study that will contribute to the development of the total child. Performance Responsabilites: Plan a program of study that, as nearly as possible, meets the individual needs, interests, and abilities of students and is consistent with district and state standards. Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students. Guide the learning process toward the achievement of curriculum goals and, in harmony with the goals, establish clear objectives for all lessons, units, projects, and other activities to communicate these objectives to students. Employ instructional methods and materials that positively affect student achievement. Assess the accomplishments of students on a regular basis and provide progress reports as required. Assess the learning abilities of students on a regular basis, seeking the assistance of district specialists as required. Counsel with colleagues, students, and/or parents on a regular basis. Assist the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develop reasonable rules of classroom behavior and procedure, and maintain order in the classroom in a fair and just manner. Plan and supervise purposeful assignments for teacher aide(s) and/or volunteer(s) and cooperatively, with department heads and grade chairs, evaluate their job performance Maintain accurate records of students' attendance, grades, and other pertinent information. Encourage, model, and enforce socially acceptable behavior in students. Integrate multi-media technology in the teaching/learning process. Maintain and improve professional competence. Attend staff meetings and serve on staff committees as required. Work cooperatively with other personnel and supervisors in planning and carrying out school and district goals. Employ practices that will involve parents in the education of their child. Perform other duties as assigned by the Principal. Terms of Employment: 187 Days Salary for this position shall be commensurate with the years of experience as determined under the policies and procedures of the Moss Point School District and in accordance with the pay scale.

Job Description Primary Location Lake Area New Tech Early College High School Salary Range Per Year Shift Type Full-Time

UPLOAD ALL DOCUMENTS REQUESTED Applicants must have a valid Louisiana Teaching Certificate which includes certification in the area of employment as specified by Bulletin 746, Revised, Louisiana Department of Education or eligibility to obtain. Must be able to establish and maintain positive working relationships with school stakeholders, state and federal agencies and the general public. The background check will be done upon employment recommendation. You are not required to be fingerprinted to apply. DISCLAIMER The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

High School Teaching/Mathematics-Algebra Attachment(s): Teacher (1).docx

Reports to: Principal Summary: The Regular Education Teacher is responsible for creating a positive and engaging learning environment where all students can succeed academically, socially, and emotionally. They will demonstrate proficiency in instructional delivery, assessment for learning, and collaboration while adhering to state standards and promoting student growth. Performance Responsibilities/Essential Functions Design, plan and effectively deliver student-centered instruction to all students as measured by the educator evaluation system (LEADS) that is in accordance with federal/state regulations and the district's Personnel Evaluation Plan. Instruction: Standards and Objectives and Motivating Students * Ensure clear communication of learning objectives and state content standards to students. * Align objectives and expectations with the depth and rigor of state standards, ensuring that lesson content corresponds to high-quality instructional materials. * Ensures alignment of sub-objectives and prerequisite skills with the lesson's major objective and connects learning objectives to students' prior knowledge. * Maintain clear expectations for student performance, display learning objectives prominently, and provide evidence of student progress or mastery of objectives. * Organize content, including high-quality curriculum resources, in a meaningful way relevant to students. * Develop learning experiences that value inquiry, curiosity, and exploration, fostering a classroom environment where students are encouraged to explore and engage actively with the material. * Reinforce and reward student effort regularly to promote a positive learning culture. Instruction: Presenting Instructional Content and Lesson Structure and Pacing * Deliver content in a manner that engages students and facilitates effective learning. * Incorporate various presentation elements, such as visuals, examples, modeling, and criteria for success, to enhance student understanding. * Ensure that content is presented concisely, logically, and without irrelevant information, promoting clarity and comprehension. * Ensure the smooth and efficient operation of classroom lessons. * Start lessons promptly, maintaining a coherent lesson structure based on content, and pacing instruction appropriately to accommodate students' varying learning rates. * Ensure that routines for distributing materials are efficient, minimizing instructional time lost during transitions. Instruction: Activities and Materials and Questioning * Select and implement activities and materials that effectively support lesson objectives and engage students in meaningful learning experiences. * Ensure that activities and materials are challenging, promote various thinking skills, provide opportunities for reflection, and are relevant to students' lives. * Prioritize student-centered approaches, sustaining attention, promoting interaction, evoking curiosity, and providing choices aligned with learning objectives. * Design and implement high-quality questions that promote student engagement and critical thinking. * Select a variety of question types based on content, including those focused on knowledge and comprehension, application and analysis, and creation and evaluation. * Ensure that questions are purposeful, coherent, and sequenced to align with instructional goals. * Provide adequate wait time for student responses and facilitate active participation by calling on a variety of students to engage different perspectives. Instruction: Academic Feedback and Grouping Students * Provide academically focused, frequent, and high-quality feedback to students to support their learning and growth. * Give oral and written feedback during guided practice, throughout lessons, and during independent work assignments. * Circulate during instructional activities to support student engagement and monitor their work. * Use feedback from students to monitor and adjust instruction effectively. * Organize instructional group arrangements to enhance student understanding and learning efficiency. * Set clear expectations for students, foster meaningful collaboration within instructional groups, and ensure that students take responsibility for their roles and tasks. * Ensure that students participating in groups are held accountable for both group and individual work. * Varies instructional group compositions to accomplish lesson goals and facilitates opportunities for students to set goals, reflect on, and evaluate their learning within instructional groups. Instruction: Teacher Content Knowledge and Knowledge of Students * Demonstrate accurate content knowledge and understanding of state standards and high-quality instructional materials across all subjects they teach. * Implement subject-specific instructional strategies to enhance student content knowledge and highlight key concepts and ideas to connect other powerful ideas, fostering deep understanding and meaningful learning experiences. * Understand and address students' anticipated learning abilities and needs. * Incorporate student interests and backgrounds into instructional practices and provide differentiated support and strategies to ensure all students can master grade-level standards. Instruction: Thinking and Problem Solving * Engage students in multiple types of thinking, including analytical, practical, creative, and research-based thinking. * Encourage students to analyze, compare, contrast, evaluate, explain, apply, and implement information in various contexts. * Foster creative thinking by encouraging students to create, design, imagine, and suppose, and support research-based thinking by facilitating exploration and review of ideas, models, and solutions to problems. * Collaborate with students to generate various ideas and alternatives and analyze problems from multiple perspectives and viewpoints. * Facilitate various problem-solving types in the classroom, including abstraction, categorization, drawing conclusions/justifying solutions, predicting outcomes, observing and experimenting, improving solutions, identifying relevant/irrelevant information, generating ideas, and creating and designing. * Design and implement activities that empower students to develop critical thinking skills, creativity, and the ability to analyze and solve complex problems using diverse problem-solving strategies. * Provide accommodations and interventions for at-risk/remedial students or subgroups as needed. Planning: Instructional Plans, Student Work, and Assessment * Design instructional plans that effectively meet the diverse needs of learners while aligning with state standards and high-quality curriculum. * Internalize curriculum plans, aligning objectives to state standards and curriculum rigor, designing activities, materials, and assessments that meet success criteria, and providing appropriate scaffolding based on student needs. * Create assignments that are aligned with state standards, curriculum content, and lesson objectives. * Design assignments that challenge students to interpret information, draw conclusions, and connect learning to prior knowledge and real-life experiences, while also informing future instruction through assessment results. * Design and implement assessments that align with state standards and curriculum content. * Create various assessment formats to gauge student learning and problem-solving skills, provide feedback on student progress, and incorporate performance checks and reflections throughout the school year Environment: Expectations, Engaging Students, Managing Behavior and Respectful Conditions * Foster an engaging and rigorous learning environment. * Set clear academic expectations, using high-quality materials and resources, encouraging students to learn from their mistakes, and creating opportunities for all students to succeed. * Optimize student learning and ensure a positive classroom environment through effective engagement strategies and behavior management techniques. * Create a welcoming, organized, and resourceful learning environment that promotes individual and group learning, ensuring all students have access to necessary supplies and opportunities. * Foster a respectful, kind, and inclusive classroom environment that values and considers all students' backgrounds and opinions. Professionalism * Participate actively in professional learning and teacher collaboration meetings, arriving promptly, prepared, and bringing student artifacts when requested. * Implement new concepts effectively in the classroom, develop and execute plans aligned with school improvement goals, self-assessment, and observation feedback. * Develops and works on a plan for new learning based on an analysis of school improvement plans and new goals, self-assessment, and input from the teacher and school leader observations. * Participates in self-reflection and growth by selecting specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency. * Assess lesson effectiveness through self-reflection, contribute to school improvement efforts, and use student achievement data to inform instructional decisions. * Engage in self-reflection and growth to enhance proficiency in pedagogy and content knowledge. * Accepts responsibilities contributing to school improvement. * Support school activities and events. * Support, implement, assist with, and/or ensure the application of district initiatives and other programs and/or directives of the Superintendent/Superintendent Designee. * Utilizes student achievement data to address the strengths and weaknesses of students and guide instructional decisions. * Fulfill all duties traditionally expected of those in the teaching profession including but not limited to: * Serve as a positive role model for children and always maintain professionalism in communication and behavior. * Grade assignments, tests, and projects promptly and maintain accurate records of student performance. * Prepare and submit grades, progress reports, and report cards as required by the school administration. * Maintain a professional personal appearance and demonstrate respect for colleagues. * Maintain confidentiality, demonstrate trustworthiness, and exercise good judgment. * Attending work regularly, reporting to work on time, providing advance notice of absences and secure substitutes as needed. * Provide adequate lesson plans, seating charts, class rosters, and essential information for substitutes in case of absence(s). * Attend various meetings (e.g. teaming, professional growth/development, parent/teacher conferences, IEP meetings, etc.) to share and gather information necessary for job functions. * Serve on special committees (e.g. 504, Social and Emotional, SBLC, IAIP, Crisis, etc.) as required by the School Principal and/or district administration. * Maintain a safe and orderly school environment by adhering to policies, assisting peers, and keeping timely, professional records. * Ensure compliance with regulations by maintaining essential documentation and reports. * Participate in open house events and orientation sessions to welcome new students and families, showcase classroom activities, and provide curriculum information. * Coordinate and supervise student field trips. * Ensure continuous student growth appropriate for assigned students. * Develop and meet two yearly student learning targets that positively affect student achievement through job responsibilities. * Oversee assistant teachers, resident teachers, and volunteers to support classroom effectiveness and student goals. * Utilize approved one/two-way communication apps or methods to communicate with students and families that are school, and district approved and comply with state and district federal monitoring requirements. * If assigned to multiple locations, provide, and follow consistently the daily schedule provided/approved. * Follow specific requirements established by the School Board (LEA), State Department of Education (SDE), the State Board of Elementary and Secondary Education (SBESE), and/or Federal regulations and guidelines established by each. * Performs other duties as assigned related to the position's functions. TERMS OF EMPLOYMENT 9-month employee (10-, 11- or 12-month employee) Communication Effective communication in English, both verbally and in writing, is essential. The position requires the ability to compile and interpret data accurately, summarize information effectively, and prepare comprehensive reports for supervisors. Proficiency in using telecommunication systems to exchange information accurately is also required. The position involves successful communication with students, teachers, parents, school personnel, and the community. Professional Conduct Employees are expected to uphold a high standard of professional conduct. Breaches of professional conduct include, but are not limited to, neglect of duty, dishonesty, engaging in activities contrary to Zachary Community School District policy, involvement in unlawful activities, or any conduct that seriously prejudices the school system. Employees are expected to follow the Zachary Community School District Employee Conduct Policy (FILE: GBRA). Technological Abilities Proficiency in computer usage, including email for communication, is essential for successful job performance. Additionally, familiarity with job-specific equipment, software, and applications is required. Physical Involvement The position involves frequent standing, sitting, walking, reaching, bending, and occasionally lifting up to 20 pounds. Candidates must be able to travel to various locations and move freely within work sites. Additionally, sufficient visual acuity is necessary to work with computer monitors and to read and interpret handwritten documents. Education and Experience Individual should meet State minimum certification requirements for a teacher as outlined in the State Department of Education Bulletin 746. Evaluation Teacher shall be evaluated in accordance with the Zachary Community Board Personnel Accountability Plan. (LEADS: Louisiana Department of Education Educator Rubric) Note This job description summarizes the primary duties and responsibilities of the position. It is not intended to list all duties and responsibilities comprehensively. The Zachary Community School Board reserves the right to change this description at its discretion.

Teamwork, giving back, diversity, and making a difference is the foundation of who we are. Join our team and you'll enjoy teaching a curriculum that enhances children's perspectives and understanding of the world outside their community. You'll become a part of a work community where everyone feels empowered to reach their career goals. Our on-the-job training can pave your career path and development from Assistant Teacher all the way to Center Director. Apply today to experience the Big Blue Marble Academy Difference! *Full-time Closing positions are now available with infants, toddlers, and preschoolers.** **1 year experience in a licensed childcare/daycare facility** Why you will enjoy working here: Competitive wages Flexible Scheduling Discounted childcare, 50% off Paid parental leave Medical, dental and vision insurance Company paid life insurance 401K Access your wages in real time Voluntary life and disability insurance Health savings account Industry leading paid time off Generous referral bonus program Career advancement opportunities Family feel environment As an Early Child Care Assistant Teacher, you will: Work as a team with the Lead Teacher to facilitate daily activities and ensure the classroom is functioning smoothly. Partner with families to nurture and care for their children. Showcase your tech savvy skills while using electronic daily tracking to document children's special milestones. Follow enhanced safety guidelines to keep your classroom clean and safe Requirements: At least 19 years of age with a high school diploma or GED required Demonstrated experience working with children; child care, daycare, or preschool preferred Early childhood coursework, CDA or degree preferred Employees are required to stand (six to eight hours daily), stoop, kneel, crouch, crawl, bend, etc. while working with children. Must be able to lift a minimum of 30 pounds Must be able to visually supervise children at all times. Join a team that takes pride in teamwork, giving back and welcoming an inclusive environment. A career with Big Blue Marble Academy will empower you to reach your career goals while making a difference in the lives of the children we serve. Employment is contingent upon successful completion of our background check, pre-hire screenings, and onboarding processes. All employment is at-will and may be terminated at any time, with or without cause. BBMA is an equal opportunity employer and supports a diverse workforce. All applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status. HAVING TECHNICAL ISSUES WITH YOUR APPLICATION? Contact us at ************************* Applicants requiring a reasonable accommodation for any part of the application and hiring process should contact the recruitment helpdesk at *************************.

Teamwork, giving back, diversity, and making a difference is the foundation of who we are. Join our team and you'll enjoy teaching a curriculum that enhances children's perspectives and understanding of the world outside their community. You'll become a part of a work community where everyone feels empowered to reach their career goals. Our on-the-job training can pave your career path and development from Assistant Teacher all the way to Center Director. Apply today to experience the Big Blue Marble Academy Difference! Part of our curriculum is to deliver highly engaging Spanish, French and Mandarin classes and language immersion summer camps to kids in a lively, encouraging learning environment. Our dynamic classes incorporate original music, dance, games, storytelling and more to keep kids immersed and engaged in the target language. We are searching for an experienced and fluent foreign language teacher that will lead the children through the adventures of our Passport to Language curriculum through workbooks, songs, drama, games and other learning materials. We provide training, materials and lesson plans with our curriculum. Why you will enjoy working here: Competitive wages Flexible Scheduling Discounted childcare, 50% off Paid parental leave Medical, dental and vision insurance Company paid life insurance 401K Access your wages in real time Voluntary life and disability insurance Health savings account Industry leading paid time off Generous referral bonus program CDA Scholarship Career advancement opportunities Family feel environment As an Early Childhood Language Teacher, you will: Engage students of all age groups through the adventures of our Passport to Language curriculum. Using our workbooks, songs, drama, games and other learning materials will allow you to create a positive, fun learning environment Based on the needs of our multiple locations, you may travel from center to center each week to deliver the language enrichment. Communicate clearly and appropriately with children, directors, peers and parents. Create written communication to parents as directed by Language/Curriculum Program Director Requirements: High School Diploma or GED Required CDA, AA or BA degree in Early Childhood Education or related field preferred Fluent in Spanish, French or Mandarin and English Experience working with children in groups Must be comfortable working with a wide variety of ages, including younger children Must be willing and able to travel within a predetermined territory Employees are regularly required to stand (six to eight hours daily), stoop, kneel, crouch, crawl, bend, etc with children. Must be able to lift a minimum of 30 pounds Join a team that takes pride in teamwork, giving back and welcoming an inclusive environment. A career with Big Blue Marble Academy will empower you to reach your career goals while making a difference in the lives of the children we serve. Employment is contingent upon successful completion of our background check, pre-hire screenings, and onboarding processes. All employment is at-will and may be terminated at any time, with or without cause. BBMA is an equal opportunity employer and supports a diverse workforce. All applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status. HAVING TECHNICAL ISSUES WITH YOUR APPLICATION? Contact us at ************************* Applicants requiring a reasonable accommodation for any part of the application and hiring process should contact BBMA recruitment at *************************.

High School Date Available: 07/24/2024 Job Title: Special Education Teacher Job Summary: The job of Special Education Teacher was established for the purposes of developing special education students' success in academic, interpersonal skills and activities of daily living by implementing district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment; and providing feedback o students, parents, and administration regarding student progress, expectations, goals, etc. Reports to : Building administrators and Director of Special Education Payment Rate : According to Certified Salary Schedule Essential Functions : Adapt classroom work under the direction of the classroom teacher for the purpose of providing methods of support and/or reinforce classroom objectives. Administer, under supervision, first aid and assistance to medically fragile children for the purpose of providing appropriate care for children as assigned if needed. Advise parents and or legal guardians of student progress(e.g. IEP conferences, informal meetings, phone calls, and written notes) for the purpose of supporting teacher' expectations, developing methods of improvement and/or reinforcing classroom goals in the home environment. Assess students' social needs (e.g. behavioral, motor development, communication, etc.) academic needs, progress, expectations, goals, etc. (e.g. development level, vocational abilities etc.) for the purpose of evaluating students and family requirements, placement, and success of the program. Collaborate with school personnel, parents, and various community agencies for the purpose of improving the quality of student outcomes, developing solutions and planning curriculum. Demonstrate a working knowledge of state and district policies, regulations, and procedures for the purpose of providing quality, competent, legal and proficient care and education for special education students. Direct instructional assistants, volunteers, and or aides for the purpose of providing an effective school program and addressing the needs of individual students, Instruct6 students for the purpose of improving their success in academic and interpersonal skills. Monitor and assess inclusion classes as prescribed and needed.\ Manage student behavior for the purpose of providing a sage and an optimal learning environment. Participate in variety of meetings (e.g. IEP, developmental, team, parent, and district professional development) for the purpose of conveying and/or gathering information required to perform functions. Prepare teaching materials and related reports (e.g., grades, attendance, anecdotal records, IEP records, observation reports, behavior reports etc.) for the purpose of implementing lesson plans and documenting student progress. Handle student personal needs (e.g. feeding, diapering, etc.) for the purpose of providing appropriate care for children as needed Report incidents (e.g. changes in placement criteria, home situation, behavior problems, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering administrative and/or school policies. Monitor students in a variety of educational environments (e.g. classroom, cafeteria, playground, school grounds, hallway, restrooms, field trips, etc.) for the purpose of providing a safe and positive learning environment. Provide for his/her own professional growth through an ongoing program of reading seminars, conferences and/or advanced course work at institutions for higher learning Specific knowledge-based competencies required to satisfactorily perform the functions of the job include; age appropriate activities, current curricula expectations of the District, concepts of grammar and punctuation, stages of child development, using pertinent computer applications, preparing and maintaining accurate records. Support other classroom teachers for the purpose of assisting them in the implementation of established curriculum and/or individual student plans Other responsibilities assigned by administrator. Physical Requirements/Environmental Condition: Requires prolonged standing, or moving around the classroom, occasional stooping, bending and reaching, sometimes noisy and crowded environment. Qualifications: Education-Training: B.S. /B.A. in job related area, Mississippi “A” certification or higher endorsement in teaching area, knowledge of teaching methods, fair and consistent Clearances: Criminal Justice fingerprint/Background Clearance FLSA: Exempt

Job Details St. Andrew's Episcopal School - SC - Jackson, MS Full Time 4 Year Degree Negligible 10 Month - School Year Early Childhood EducationDescription Objective: To foster a dynamic and creative learning environment that engages students in the early childhood-level appropriate curriculum and concepts through student-centered, differentiated instruction. Essential Duties and Responsibilities: Prepare engaging, age appropriate lessons that reflect extensive knowledge of the curriculum and student development and abilities. Utilize a variety of teaching methods to meet the needs of students with diverse backgrounds and learning styles. Integrate meaningful and effective technology in the classroom. Participate in the continuing development of an inquiry-based curriculum that prepares students to be critical, independent thinkers. Demonstrate strong classroom management. Meet deadlines for reporting grades. Monitor students' progress, strengths, and weaknesses, and communicate these when necessary to parents/guardians and administrators. Prepare substantive parent-teacher conference reports and written documentation on student progress. Collaborate with colleagues across the early childhood center and lower school as well as the assigned grade-level team. Attend and contribute in full, divisional, departmental, and team faculty meetings. Take an active role in professional activities and attend relevant professional meetings and conferences. Stay abreast of the latest advances in early childhood education. Work Environment: This job operates in a professional school environment. Position Type: This is a full-time position with teaching responsibilities from August - May. As with any independent school, faculty should be ready to chaperone class trips, perform typical day-to-day duties such as lunch and carpool duties, and engage fully in all school events that develop the student. Qualifications Bachelor's degree in early childhood education, elementary education, or related field required. Master's degree preferred. A minimum of three years teaching experience preferred. Demonstrate extensive knowledge of elementary-level pedagogy. Knowledge of and experience with project-based learning preferred. Represent the school in the larger community in a positive manner that reflects the values of the school. Ability to interface and maintain effective relationships with students, faculty, administrators, and parents/guardians. High degree of cultural competency and demonstrated commitment to working with individuals from diverse backgrounds. Professional written and verbal communication, organizational, and interpersonal skills. Proficiency in Google Suite required.

This job posting is not for any specific role that is currently open. Instead, applying to this posting allows IDEA to gather your information in order to assess your fit and move quickly once our team identifies an available opportunity. Please continue to monitor our Career Site and apply to actual vacancies that match your interests. Role Mission: IDEA Co-Teachers learn instructional strategies and develop their teaching skills in order to provide highly effective instruction to IDEA students. IDEA Co-Teachers implement Direct Instruction Curriculum (DI) and are responsible for student instruction under the guidance of an IDEA teacher and assistant principal of instruction. DI co-teachers use clear instruction and always teach to mastery. This means that teachers do not move on in the lesson until students have grasped the content they need to know. Groups are organized by level, so that every student can learn at their own pace. What We Offer Compensation: Compensation for this role is set at an hourly rate ranging between $14.00 for 0 years of experience and $17.40 Hourly co-teachers earnings are paid out over a 12-month period Other Benefits: We offer a comprehensive benefits plan, covering the majority of the employee premium for the base medical plan and subsidizing the majority of costs for a spouse/domestic partner and children. Some of the special benefits we offer at IDEA include: Paid Family Leave: Eligible staff may receive up to 8 weeks of paid leave for the birth or adoption of a child, based on their tenure with the organization and caregiver designation. Tuition Reimbursement: Staff members may apply for up to 50% of tuition paid toward a qualifying degree program, up to $5,250 maximum per year subject to manager discretion and budget availability. Employer-Paid Mental/Behavioral Health: 5 face-to-face counseling sessions within a year, unlimited 24/7 telephonic counseling, and other work-life services available at no cost. Other benefits include dental and vision plans, disability, life insurance, parenting benefits, flexible spending account options, generous vacation time, referral bonuses, professional development, and an employer paid 403(b) retirement matching of up to 4% of your annual compensation. IDEA may offer a relocation allowance to defray the cost of moving for this role, if applicable. What You Bring -- Competencies Qualifications: Education: At least 48 college hours or an Associate degree required or a score of 450+ on the ParaPro Experience: 1+ year(s) of experience working with children in a classroom or volunteer setting Knowledge and Skills: Ability and motivation to master the Direct Instruction Curriculum Ability to instruct students and manage student behavior Strong organizational, communication, and interpersonal skills Ability to adjust and adapt to a multitude of situations in the school environment What You'll Do -- Accountabilities Responsibilities: Assist in the educational development of students under the direction and guidance of the classroom teachers Assist classroom teachers with maintaining student records. Successfully implement the Direct Instruction (DI) Curriculum Participate in lesson practice and delivery of our Direct Instruction (DI) Curriculum Communicate students' progress with student and family on a weekly basis Implement a clear and consistent behavior management system that aligns to campus- wide initiatives while developing students' character and sense of community in the classroom Help shape and develop a school wide culture that fosters a productive and enthusiastic learning environment for each student Establish and maintain a cooperative working relationship with students and families based on trust, understanding and respect for the communities in which they identify. Host necessary tutoring sessions to meet all students' needs Participate in weekly manager check-ins, grade-level meetings, before and after-school duties, and school wide meetings and functions Engage in summer and year-long district, school and personal learning and development Minimum of 40+ hours spent at school per week Additional responsibilities may include: after-school tutoring or Saturday school and are based on the needs of our scholars We look for Team and Family who embody the following values and characteristics: Believes and is committed to our mission and being an agent of change: that all students are capable of getting to and through college Has demonstrated effective outcomes and results, and wants to be held accountable for them Has a propensity for action, willing to make mistakes by doing in order to learn and improve quickly Works with urgency and purpose to drive student outcomes Thrives in an entrepreneurial, high-growth environment; is comfortable with ambiguity and change Seeks and responds well to feedback, which is shared often and freely across all levels of the organization Works through silos and forges strong cross-departmental relationships in order to achieve outcomes We believe in education as a profession and hold ourselves to high level of conduct, professionalism and behaviors as models for our colleagues and students

High School Teaching/Mathematics Date Available: TBD Closing Date:

SR1 CPSA Educator Career Description (K-5) Join Us in Building a School of Excellence! At SR1 College Preparatory and STEM Academy (SR1 CPSA), we are redefining education and seeking passionate global educators to help build a world-class learning environment where every child has access to exceptional academic experiences. As a growing, innovative free public charter school, we are committed to ensuring students develop critical thinking, STEM expertise, and lifelong skills needed to thrive in an ever-changing world. SR1 CPSA is more than just a school-it's a movement for excellence, innovation, and opportunity. If you are an inspired educator, a creative problem-solver, and a champion for student success, we want you to join our team. Why SR1 CPSA? For decades, access to advanced education, technology, and learning opportunities has been disproportionately available to select groups, giving some students a head start in STEM skills, leadership, and innovation. Many successful individuals-often cited by Malcolm Gladwell and others-had the advantage of early exposure, hands-on learning, and rigorous academic support before college. At SR1 CPSA, we are changing this narrative. ✅ High-Quality Instruction & Hands-On Learning - We ensure every student, regardless of background, has access to an engaging, STEM-focused education. ✅ Empowering Students with Knowledge & Confidence - We equip students with problem-solving skills, curiosity, and resilience to prepare them for college and careers in STEM fields. ✅ A National Blue Ribbon-Caliber School - We incorporate outdoor learning, project-based education, and personalized instruction to build a transformational academic experience. This is your opportunity to make a lasting impact-to be part of an educational movement that unlocks the full potential of every student. Open Positions at SR1 CPSA We are hiring dedicated, innovative educators who are eager to learn, lead, and inspire scholars to shape the future (Full and Part-Time Positions Available). As we are growing 1 grade per year we seeking the following- Currently Available Positions : Kindergarten Teacher (1 position) First Grade Teachers (2 positions) Teacher Assistants (6 positions) STEM Specialist Teacher (2 position) Spanish Language and Cultural Integration Specialist (1 position) Art and Music Teacher (1 position) Health Position (1) Culture and Success Specialist (1) College Intern Positions (6) Office Managers (2) Transportation Drivers (2) Custodian Engineer (1) We are particularly seeking educators who thrive in outdoor learning environments, as we integrate nature, STEM, and hands-on exploration into our academic model. Our Vision & Mission SR1 CPSA stands as a beacon of opportunity, proving that STEM excellence can be cultivated from an early age. We are dedicated to unleashing students' full potential, preparing them for success in college, careers, and global leadership. Currently operating from a temporary location, we eagerly anticipate relocating to our state-of-the-art campus in 2027. Explore our vision by viewing our presentation at **************** Our Core Principles At SR1 CPSA, we believe: ✅ Strong Relationships Build Strong Learners - A nurturing, supportive community is the foundation of student success. ✅ Personalized Learning Matters - We tailor academic support to ensure every student thrives. ✅ High Expectations Create High Achievers - We set bold goals and provide the tools, mentorship, and encouragement for students to surpass them. ✅ Global Awareness Fuels Innovation - A team of educators from diverse backgrounds fosters creativity, ingenuity, and bold ideas. What We Look for in Our Educators We seek educators and leaders who: ✔ Are passionate about STEM education, innovation, and student empowerment. ✔ Believe in mentorship and community-driven education that inspires students to reach new heights. ✔ Can create dynamic, engaging learning environments-both indoors and outdoors. ✔ Have strong leadership, problem-solving, and collaboration skills. ✔ Are resilient, organized, and committed to student success. ✔ Embrace project-based learning and integrate cutting-edge STEM trends into the curriculum. The SR1 CPSA Experience: More Than Just a Job Joining SR1 CPSA means becoming part of a mission-driven, supportive, and forward-thinking team. We are not just hiring educators-we are recruiting pioneers who want to shape the future of public education. Our educators enjoy: ⭐ A Competitive Salary - We exceed the Mississippi pay scale, recognizing experience and expertise. ⭐ Comprehensive Benefits - Health, retirement, and professional development opportunities. ⭐ A Growth-Oriented Culture - Opportunities for leadership roles and career advancement. ⭐ A Community of Innovators - Work alongside like-minded educators and thought leaders. Our Hiring Process: Find Your Place with Us We take pride in finding the right educators to join our team. Our interview process includes: 1️⃣ Initial Zoom Interview - A conversation to learn about you and your vision. 2️⃣ Comprehensive Zoom Interview - Dive deeper into your teaching approach and expertise. 3️⃣ On-Site Demonstration - Showcase your classroom skills and engagement strategies. 4️⃣ Final Interview - A final discussion to ensure a great fit. Be Part of Something Bigger SR1 CPSA is not just a school-it's a movement. We are shaping the next generation of scientists, engineers, leaders, and problem-solvers. We are committed to opening doors of opportunity and building a future where every child has access to an exceptional education. If you are ready to inspire, innovate, and impact lives, apply today and become part of our journey toward excellence. 🔗 Apply now at *************** or Email: ****************