Teacher Jobs in Essex, VT

Stowe Elementary School is currently accepting applications for a 5th grade teacher to join our team. Preferred candidates will have knowledge and experience with current best practices in elementary education, proficiency-based learning, technology integration skills, differentiation and inclusion. This person will be responsible for being an active member of a team and must be willing to work in an interdisciplinary manner. Please submit a letter of interest, resume, proof of licensure and three current letters of reference.

The Elementary Health Educator is responsible for developing and delivering comprehensive health education programs to students in grades K-8. This role involves teaching students about various aspects of health, including physical, emotional, social, and mental well-being. The educator will work collaboratively with school staff, parents, and community resources to promote healthy lifestyles and create a supportive learning environment. This position requires traveling between multiple locations. Key Responsibilities: Curriculum Development and Instruction: Develop and implement a health education curriculum that aligns with state and national standards, including the requirements of Vermont Act 1. Create lesson plans that engage students in learning about nutrition, physical activity, personal hygiene, safety, mental health, and substance abuse prevention. Use a variety of instructional strategies and resources to accommodate different learning styles and abilities. Incorporation of Vermont Act 1: Ensure that the health education curriculum includes components on the history and contributions of marginalized groups as mandated by Vermont Act 1. Teach students about diversity, equity, and inclusion in health education. Incorporate culturally responsive teaching practices and materials. Student Assessment and Support: Assess student understanding and progress through formative and summative assessments. Provide feedback to students and parents about health education progress and areas for improvement. Health Promotion and Advocacy: Promote a healthy school environment by organizing health-related events, activities, and campaigns. Advocate for policies and practices that support student health and well-being. Collaborate with school staff, parents, and community partners to address health concerns and promote healthy behaviors. Qualifications: Education: Bachelor's degree in Health Education, Public Health, Education, or a related field. A teaching credential or certification in health education is preferred. Experience: Previous experience teaching health education at the elementary level is desirable. Skills: Strong knowledge of health education principles and practices. Excellent communication and interpersonal skills. Ability to develop engaging and age-appropriate lesson plans. Proficiency in using technology for instruction and record-keeping. Strong organizational and time management skills. Understanding and commitment to the principles of diversity, equity, and inclusion. The Orleans Central Supervisory Union is comprised of two school districts (Lake Region Union Elementary-Middle School and Lake Region Union High School) supporting six K-8 elementary schools, the Orleans Central Early Childhood Program, and Lake Region Union High School. Orleans Central Supervisory Union is located in the heart of the Northeast Kingdom which is known for scenic and rugged area of hills, sugarbushes, farmland and lakes. While our communities are small, they are truly that, a community that people are proud to be a part of. While we are rural, scenic drives will land you at Burke Mountain, Craftsbury Outdoor Center, and Jay Peak for skiing, opportunities, mountain biking at Kingdom Trails, fishing at the local lakes, and other outdoor activities. Our area is known for its sugar houses, which features Sugar on Snow in early spring, offering enjoyment for all ages. Our mission is to provide an environment that celebrates diversity and creativity, promotes inclusion and integrity, and partners with parents and community members to give students access to a 21st century education. Visit our website ocsu.org or more information about our schools.

JOB GOALS: Core staff must enjoy working with middle school aged students. They are responsible for planning and implementing activities, interacting with students and their families, working independently as well as with a team and creating an enriching, fun and safe environment that meets all school regulations. The Core Staff must have a positive attitude and serve as a role model to participants in the program. REQUIRED QUALIFICATIONS: Afterschool Core Staff shall meet or exceed the following qualifications: be at least eighteen years of age and have a high school diploma or equivalent Ability to work at least 1 day a week from 2:45 p.m. until 4:30/5:00 p.m. Monday, Tuesday, Thursday and Friday. 1:45 p.m. - 4:30/5:00 p.m. on Wednesday. Maintain high level of attendance, arriving on time, being ready to work, following protocol when absent Ability to effectively manage challenging student behaviors Ability to demonstrate excellent communication with parents, staff and coworkers Ability to be flexible, take initiative and be open to feedback Ability to effectively collaborate with all school-day and afterschool program staff members Knowledge of safety principles and practices as they apply to group activities Experience with direct interaction with students in teaching, care-giving or service delivery. Experience working with diverse populations Knowledge of a variety of recreation and leisure activities and group games Hold current first aid/CPR certification or willing to be trained Enthusiastic, creative, innovative, flexible, imaginative, culturally competent and thoughtful, eager to engage and care for middle school-age youth. Ability to pass a criminal record and background check ESSENTIAL DUTIES: Follow and enforce all program, department, and school rules and regulations Based on interest and skill level, staff may work independently and lead a group of up to 10-12 students through an activity they plan or they may work collaboratively to plan and lead activities with other staff members, as directed by the site leader Plan and lead activities as directed by site leader; submit weekly lesson plans when appropriate and as requested Attend monthly staff meetings and trainings as determined by supervisor Engage students, assume leadership roles, offer constructive solutions/feedback, and take the initiative to resolve challenges Supervise snack time and clean and move tables Provide academic support for students during Homework Help Clean up at the end of the day and use district facilities with care Create and maintain safe spaces that are physically and emotionally safe that support our diverse student population. Report any deficiencies in safety to site leader Facilitate environments that foster youth leadership within programs as appropriate Demonstrate cultural competence and respond to challenging situations appropriately Report all accidents and incidents occurring within jurisdiction to Site Directors and administer proper First Aid/CPR as required Report all suspected incidents of abuse/neglect to site leaders and follow guidelines for mandatory reporting Participate in the program evaluation process Accept constructive feedback from team and use the information to enhance/improve one's work Maintain a positive attitude and working relationship with both students and colleagues Maintain confidentiality of discussions, interactions and written reports Seek and ask for help if needed Respond to emails or phone calls within a reasonable amount of time Report directly to Site Director Perform other duties, as required PHYSICAL DEMANDS Possess the physical ability to transition quickly from one position to another to meet the needs and ensure the safety of each student Frequent walking, lifting (both light and heavy), pushing, pulling, bending, twisting, reaching, grabbing, stooping, or other physical activities often in multilevel buildings, some without elevator access

Franklin Central School has a full time opening for a licensed Pre-K classroom teacher for the 2025-2026 school year. Enjoy teaching in a brand new pre-k classroom! Franklin is a small, rural, high-performing elementary school with a supportive community and excellent staff, serving pre-k to grade 6 (145 students). Experienced candidates welcome. Come and be an important member of our team! Easy commute to St. Albans. An ideal candidate will possess the following: Experience working with and providing direct instruction to preschool students. Be a motivated and responsible professional who loves working with young children Establish strong and supportive relationships with children, families and colleagues Be a team player who collaborates with other members of the Early Childhood Program Be flexible, creative, and possess a good sense of humor Have effective communication skills Possess the applicable VT AOE license (or be eligible for license) The Missisquoi Valley School District Early Childhood Program offers: Competitive salary and benefits Resources for continuing education Mentoring for professional growth and support District commitment to Social Emotional Learning A strong, dynamic leadership team Applications accepted electronically to the attention of the Franklin Principal through ********************* Please include cover letter, resume, three letters of reference, copies of transcripts, certification and license. In matters related to employment, the school district does not permit or condone discrimination based on race, color, national origin, sex, disability, age, genetic information, religion, sexual orientation, gender identity, marital/civil union status, HIV status, or any other characteristic protected by Federal or State Law. EOE

This position is designed to further the work of school faculty and staff in the implementation of content literacy standards. The Literacy Intervention Specialist/Literacy Coach will design and implement resources and supports to help students of all abilities show growth toward Literacy Common Core State Standards and meet grade level literacy proficiencies. This position requires a strong understanding of best practices in literacy instruction and assessment, as well as the ability to effectively coach other licensed teachers towards the improvement of practices in the area of literacy. A successful candidate for this position will possess a valid VT Educator License; a Reading Specialist endorsement is preferred. The candidate will possess a Masters Degree in Education with a graduate or undergraduate degree focus in English, Literacy, Reading, Language Arts or other appropriate discipline, plus a minimum of three years of relevant experience, or a combination of education and experience from which comparable knowledge and skills are acquired. Experience with direct instruction in literacy is required, and experience planning and providing literacy intervention and/or enrichment to students is preferred. Leadership experience in literacy instruction, curriculum and assessment is also necessary for this position. Individuals with an Elementary certification, who also have a strong background in literacy and a willingness to obtain the Reading Specialist endorsement, will be considered. An understanding of the Science of Reading, and experience with teaching phonemic awareness, including the Orton Gillingham approach to literacy, is preferred. ESSENTIAL JOB FUNCTIONS In collaboration with classroom teachers, the Director of Curriculum, the MTSS Coordinator, as well as district-wide specialists and outside organizations, the Literacy Intervention Specialist/Literacy Coach will: ●provide systematic intervention, instruction, and support for students working to meet literacy proficiencies or looking to expand their literacy skills. ●provide support and resources to teachers to ensure effective use, and integration of, research-based tools and strategies; share resources and support teachers in identifying appropriate instructional materials and implementation of strategies. ●keep abreast of current best practices, research findings, and other developments in the field; provide professional development to teaching staff, including by modeling/co-teaching lessons. ●assist in the creation of and provide embedded professional development with teachers. ●support teachers with administration of assessments; analyze and interpret assessment results to help inform instructional strategies and curriculum decisions; monitor student progress toward literacy proficiencies. ●administer and analyze school wide reading screeners, on demand writing assessment, state assessments, and other diagnostic assessments as necessary; share data with full faculty, help them interpret the data, and facilitate the use of data to improve instruction. ●attend ongoing professional development to enhance pedagogical and content knowledge, as well as teaching skills, pertaining to literacy intervention, data use, progress monitoring, and proficiency-based learning, thereby supporting district goals and strategic plans. ●participate in the K-12 vertical teamwork on the development of a literacy assessment plan. ●actively participate in workshops, in-service meetings, teacher training, building level staff meetings, district meetings, and other school and district committees/projects, making substantial contributions. ●support the planning and implementation of family literacy events. KNOWLEDGE, SKILLS, and ABILITIES To perform this job successfully, an individual must possess: ● dedication to providing a safe and respectful learning environment for students. ● excellent teaching, organizational and planning skills. ● commitment to the success of ALL students, and ability to understand and teach to the various learning styles of students. ● the ability to effectively engage students. ● working knowledge, and understanding, of the student population being served and how demographic variables impact student achievement; effectively use this knowledge to design and deliver instruction. ● professionalism in all settings. ● the ability to consider "What's best for students" in serving and advocating for students, and in decision making. ● strong organizational skills that reflect the ability to prioritize multiple tasks seamlessly with excellent accuracy & attention to detail. ● composure, flexibility, and adaptability when faced with change, new ideas and tasks, different work sites or assignments, and a multitude of pressures and stressful situations. ● interpersonal skills to communicate with others tactfully, in a way that is direct, honest, and transparent, while also being sensitive to their needs and personality. ● a professional appearance for the position in both dress and manner. ● attention to detail and the ability to effectively adjust rate or speed in anticipation of time constraints. This includes meeting deadlines and committing to long hours of work, when necessary to reach goals and follow through on commitments. ● the ability to take personal responsibility for ones own actions. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: ● A strong understanding of the Common Core State Standards and the pedagogical underpinnings of these standards. ● A strong understanding of best practices in literacy instruction and assessment across content areas, and a commitment to continuous improvement in the areas of knowledge and professional practice. ● Experience in assessment and data-driven decision-making processes and protocols. ● A commitment to proficiency-based curriculum, instruction, and assessment. ● Knowledge and/or experience using “backwards design” for lesson development, differentiated instruction to support all students, and formative assessment to provide student feedback and to adjust lesson delivery. ● Experience in co-teaching with other teachers is desirable. ● Fingerprint/criminal justice clearance. ● Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to school/district/SU standards or regulations. Ability to effectively present information and respond to questions from administrators, parents, peers, board members and the general public. ● Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. ● Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Google required. Experience with Microsoft Office is helpful. ● Communication & Interpersonal Skills. Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively resolve conflicts and handle stress. Have demonstrated experience successfully supporting diverse students, including students of color, English Language Learners, and LGBTQI students. EQUAL OPPORTUNITY EMPLOYER: Central Vermont Supervisory Union is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identify, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation. Our organization is committed to building a diverse team that represents the students we serve. We welcome applications from people of color, people from the LGBTQ+ community, and individuals with disabilities. DISCLAIMER: The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. This is not an exhaustive list of all responsibilities, duties, and skills required. All employees may be required to perform duties outside of their normal responsibilities from time to time, as needed.

Join Our Team as a 7th Grade Science Teacher! Are you passionate about sparking curiosity and inspiring young minds to explore the wonders of science? Do you believe in fostering a positive, student-centered classroom environment where social-emotional growth is just as important as academic success? Our school is seeking a dedicated and innovative 7th Grade Science Teacher to join our vibrant 7th grade teaching team serving approximately 80 students. This role will hold a 7th grade Teacher Advisory of a group of 7th grade students as well. Using Developmental Designs principles, you will create engaging, hands-on lessons that empower students to think critically, collaborate effectively, and develop a lifelong love for learning. Why Join Us? Supportive Community: Work in a school that values collaboration, innovation, and meaningful relationships. Student-Centered Approach: Empower students to grow academically, socially, and emotionally with proven strategies from Developmental Designs. Opportunity to Innovate: Create inquiry-based lessons, conduct exciting experiments, and connect science to real-world applications. Professional Growth: Receive ongoing professional development and support to enhance your skills and expertise. What You'll Do: Inspire and challenge students through interactive lessons in life, earth, and physical sciences. Build strong, respectful relationships with students while fostering a classroom culture of collaboration and belonging. Engage students in hands-on learning, from conducting experiments to tackling real-world problems. Use assessments and feedback to guide student progress and adapt lessons to meet diverse needs. Collaborate with colleagues and families to support each student's growth and success. Qualifications: Education & Certification: Bachelor's degree in science or education (Master's preferred); valid teaching certification for middle school science. Experience: Prior teaching experience (especially in middle school) and/or familiarity with Developmental Designs is a plus! Passion & Skills: A love for science education, a knack for building positive relationships, and a commitment to creating an inclusive and engaging learning environment. Ready to Make a Difference? If you're excited to empower students, build community, and bring science to life, we want to meet you! Let's inspire curiosity, spark discovery, and create a learning experience that students will remember forever. Apply now to join our team!

A dynamic educator to collaborate with our Early Education team to meet the academic, social and emotional needs of students in an engaging, play based learning environment. A candidate will have knowledge of the Vermont Early Learning Standards, Teaching Strategies Gold, program assessment, and the Vermont State Licensing regulations.

MKTG Brand Educators (BE) are Diageo brand enthusiasts that educate consumers on Diageo Brands during on, off, and experiential special events. They must be able to deliver a unique sampling experience, and help consumers make informed brand decisions. They are expected to interact and actively engage consumers at the point of purchase and experience, with the end goal of reinforcing and/or increasing brand awareness. The BE embodies the Diageo brand they represent and humanizes the brand as a result. They build consumer trust by providing product knowledge and education. BEs have a wide range of job responsibilities related to engaging consumers to recognize, prefer and purchase our client brands. For this reason, MKTG hires personable, friendly, and professional Brand Educators. In addition to participating in promotional events when selected, BEs are expected to complete regular online trainings regarding our client brands. BEs must have the ability to immerse themselves in order to obtain an extensive level of knowledge including Category, Product Distillation/Production and Brand with the ability to pass exams testing said knowledge. BEs must be able to successfully showcase their knowledge and ability to engage by showcasing a “Final” two to three minute presentation, in order to represent Diageo brands at events. This position is an Occasional Employment Position. Being hired as a Brand Educator does not guarantee that the employee will be assigned to any particular quantity of assignments. Brand Educator must sign-off on all required forms and must adhere to all MKTG Policies & Procedures and the NA Diageo Marketing Code. PRIMARY RESPONSIBILITIES: Actively engage and educate consumers at the point of experience, purchase and consumption Humanize the brands and build trust of consumers through education Lead consumers through a sampling journey of featured product(s) (where legal and within local legal limitations and as per policy) Regularly complete digital training for market brand and programs as directed Adapt to tech platforms to receive and input information necessary to represent the Diageo brands Arrive to events on time, in appropriate attire as specified by market team, and be prepared to execute promotions as outlined in program standards Distribute Diageo premiums to consumers Follow Responsible Server Guidelines and report Guideline violations Pre-merchandise accounts with Diageo point-of-sale (POS) Pay for bar spend or product via company issued debit card Pick up or accept delivery of promotional materials from Event Team Ensure proper care and return of company property (i.e. - uniforms, event materials) Complete post-event recap (ERF) in MKTG reporting website Take digital event photos and contribute to markets social media account Understand how Diageo brand differs from competitors and report on competitive activity in market Maintain appropriate appearance for consumer engagement Follow company policy and procedures REQUIRED SKILLS & EXPERIENCE: Outgoing Brand Knowledge and Personification of the Brand - BE must complete training in order to understand what the brand/program represents, stands for and how it differs from other brands. BE must be able to translate brand information to consumers in a relatable manner. Engaging - BE must be outgoing, personable and courteous with consumers and approach them with a friendly and helpful attitude, with the goal to build trust in the brand. Reliable - BE must always arrive to events ready to start on time, and must work until event end. Must be 21 to apply. Physical and Other Requirements Able to stand/walk for extended periods of time Able to carry heavy trays, boxes, objects Able to maintain a pleasant disposition under stress Satisfy consumer appeal and client marketing requirements Approachable and able to engage consumers

Cambridge Elementary School is seeking a full time reading and math interventionist for the 2025-2026 school year. Knowledge and experience with the following philosophies, practices, and programs is desired: Fastbridge and Maps assessments, American Reading Company, Orton Gillingham, Leveled Literacy Intervention, Bridges math intervention, math menu, Responsive Classroom, Growth Mindset, Habits of Mind, and Multi-tiered Systems of Support. Nestled at the base of the Green Mountains with views of beautiful Mount Mansfield, Cambridge Elementary is home to a top notch team of highly committed educators and support staff, amazing students, and a supportive community. You can find out more about our school at our website- ****************

We are seeking a skilled and experienced teacher with a love for young children, working on a team, and serving in a Catholic school environment. Experience with "the science of reading," and programs in literacy and math such as Fundations, Heggerty, and Illustrative Mathematics are favorable.

The Troy School is looking for an experienced, student-centered educator who is knowledgeable in mathematical and literacy concepts. This educator will work collaboratively with middle school teaching staff to offer additional support to the student population. We welcome teachers with diverse experiences, and who demonstrate a strong commitment to contributing positively to the lives of young people. The PreK-Grade 8 community school's mission is to provide a safe and positive learning environment where all students reach their highest potential. The school's priority is building strong partnerships with community, parents, teachers and students to create responsible citizens of the future. Interested candidates must submit a letter of interest; resume listing three references (or 3 current letters of reference); copies of transcripts; and a copy of appropriate Vermont licensure via Schoolspring.com (preferred), or to: Eric Erwin, Principal Troy School P.O. Box 110 North Troy, VT 05859 ********************* Salary and benefits as per the teachers' collective agreement. Deadline: The application-screening process will begin immediately and continue until the position is filled. Criminal Background and Child Abuse/Neglect Registry Checks are required. Equal Opportunity Employer.

Montgomery Elementary School is seeking a committed and dynamic Grade 1 Teacher to join our dedicated and talented team of educators for the 2025-2026 school year. Successful candidates will demonstrate the ability to provide equitable, inclusive personalized learning opportunities for all students. In FNESU, Educators facilitate learning by using assessment data to provide feedback to learners, personalize instruction, and allow for self-paced opportunities to develop and demonstrate proficiency. Student wellness and achievement is our collective priority and responsibility. Our employees are offered a competitive benefits package. For new teachers, the package also includes student loan assistance, longevity bonuses, and a competitive starting salary. We provide embedded support for teachers including: new teacher mentoring, local professional development opportunities, and school-based instructional coaching. FNESU teachers and leaders are innovative and forward-thinking. Many have been recognized at the local, state, and national level for their work in education. We are seeking candidates committed to continuously improving practices in order to best serve our students, teachers, and communities. Franklin Northeast Supervisory Union (FNESU) is a Pre-K-12 system comprised of 6 rural towns in Northern Vermont; Bakersfield, Berkshire, Enosburg, Montgomery, Richford and Sheldon. FNESU consists of six Elementary Schools, two Middle Schools, two High Schools, and one Technical Career Center. FNESU serves approximately 1,950 students within our six towns. FNESU is situated in rural northwestern Vermont, which is the perfect setting for outdoor enthusiasts. We are located just 20 miles from Jay Peak Resort, 32 miles from Smuggler's Notch, and within driving distance to several other surrounding ski resorts. There are plenty of areas to hike, swim, cross-country ski, snowmobile, and mountain bike. We are an hour away from Burlington and just an hour and a half from Montreal.

6th Grade Humanities Teacher GENERAL DESCRIPTION: The classroom teacher is directly responsible to the principal of the school to which she/he is assigned, and will be held accountable for the performance responsibilities listed below. TERMS OF EMPLOYMENT: Salary and work year are in accordance with the current Master Contract and salary schedule. CLASSIFICATION: Fair Labor Standards Act Exempt REPORTS TO: Building Principal EVALUATION: Performance in this position will be evaluated in accordance with provisions in the current Master Agreement between the Colchester Education Association and the School Board. Evaluation will be completed according to the guidelines defined in the district's Differentiated Evaluation Process. QUALIFICATIONS: 1.Current VT elementary or middle level teacher license with appropriate subject area endorsement(s). 2.Demonstrated understanding and applications of best practices in teaching and learning. 3.Skills in collaborative problem solving, critical thinking, and teamwork. 4.Knowledge of Vermont Framework of Standards and the ability to create interdisciplinary lessons/units. 5.Commitment to District's mission and Strategic Plan. PERFORMANCE RESPONSIBILITIES: 1.Instruct and guide students according to their developmental needs and in accordance with district curricula. 2.Create a classroom environment and climate, which is open, flexible, and conducive to learning. 3.Understand and demonstrate best practices in teaching and learning as well as current subject matter expertise. 4.Maintain appropriate student records and program documentation. 5.Communicate effectively with parents, students, and peers. 6.Implement district policies; follow school practices/procedures. 7.Assume supervisory responsibilities as assigned. 8.Demonstrate a commitment to continuing professional development. 9.Model professional behavior at all times. 10.Collaborate with other school and district staff members to achieve the district's mission and school's annual goals. 11.Perform other responsibilities as assigned by the building principal or designee.

The Greater Burlington YMCA provides a diverse organization of people of all ages joined together by a shared commitment to nurturing the potential of youth, healthy living and fostering a sense of social responsibility. As a Y employee, you'll be inspired to make a difference each day in a position that matters. With a strong mission and core values, we offer a cause you can participate in. Substitute Early Educators will be called in as needed and do not have a set schedule. The main duties of the position are to cover teacher's time out of the classroom. To do this a Substitute Early Educator must be reliable, dependable, and readily-available by phone. This position is perfect for people thinking they may want to join the field and those looking for flexible hours. Essential Functions Work with teachers to implement quality early childhood programs, reflecting the philosophy and goals of the YMCA child care. Assist with lesson planning and leading assigned activities. Assist in the supervision of all activities to ensure the safety of each child at all times. Work with the teachers to maintain a neat and organized classroom and assist in the maintenance of equipment and materials as needed. Assist teachers at swim lessons, gym lessons, and on field trips as necessary. Communicate appropriate information to the classroom teachers and the director. Communicate child concerns with classroom teacher and/or director prior to notifying parents or guardians. Ensure professional communication and relations with parents, families and guardians. Maintain confidentiality at all times. Supervise nap time with the teachers by helping children rest if necessary and/or accomplish work within the classroom if the children are resting comfortably. Assist in maintaining all relevant state Child Care Licensing requirements. Maintain prompt hours, notify the teacher/director in the event of illness, maintain a neat, clean, and appropriate appearance, wear a nametag, and work cooperatively with all staff and follow personnel policies of the YMCA. Qualifications Must be 18 years of age with a High School Diploma or GED. Compensation: $15.00 per hour We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, or any other characteristic protected by law. The Greater Burlington YMCA is an inclusive, nonprofit organization joined together by a shared commitment to nurture the potential of kids, promote healthy living, and foster a sense of social responsibility. Strengthening community is our cause. Together we work to ensure that everyone, regardless of ability, age, cultural background, ethnicity, faith, gender, gender identity, income, race, sex, or sexual orientation has the opportunity to reach their full potential. We value an environment that fosters dignity, respect, fairness, and appreciation for all aspects and dimensions of diversity.

Milton Town School District seeks an energetic, upbeat, innovative Reading Interventionist Substitute Teacher to join our grades 5-6 middle school. Candidates must have middle-level experience and demonstrate the ability to cultivate the love of reading among middle school students. Knowledge of evidence-based high-impact reading acquisition strategies for all levels, adolescent and young adult learners, including phonological awareness, decoding, fluency, vocabulary development, and reading comprehension strategies, is preferred. The ability to collaborate and communicate with other teachers is a must. This position is for approximately 25 days, beginning on March 14, 2025. The minimum pay is $112.5 daily for unlicensed or $127.5 for a licensed substitute.

Math Interventionist - Grades 5th-8th Reports To: Principal Salary: Based on Experience FLSA Status: Exempt Our Mission It is the mission of the Caledonia Central Supervisory Union and its seven member schools to create a learning community in which each individual can achieve the highest standards of excellence in intellectual growth and citizenship. Teaching and Learning at Danville School At Danville, we design and implement high-quality instruction that is relevant to students' lives and encourage them to take an active role in guiding their education. We live our values of being polite, responsible, inclusive, determined, and engaged through all elements of instruction to strongly emphasize authenticity, culture and relationships, curiosity, creativity, and design. We strive to ensure that all students are engaged and active learners within a culture of inclusion that values them as contributing members of our school community. We approach students through a lens of inquiry, honoring their voices, questions, curiosity, and creativity. We see school as an extension of our broader local and global communities, where students have the opportunity to grapple with questions that are important both locally and globally, creating active and engaged citizens. We prepare students to be leaders and contributors to their community, and we ask educators to help students create and implement high-quality work that is rigorous and relevant. The 5th-8th grade Math Interventionist is responsible for providing targeted mathematics instruction to students who are performing below grade level. The interventionist will work collaboratively with classroom teachers to design and implement effective intervention strategies, monitor student progress, and adjust instruction as needed to support student success in mathematics. Instructional Support: - Provide individualized and small group instruction to students identified by teachers and local assessment data as needing additional math support. - Use evidence-based intervention strategies to help students improve their mathematical skills. - Develop and implement lesson plans that align with state and district math standards. Assessment and Progress Monitoring: - Conduct regular assessments to identify students' strengths and areas for improvement in math. - Monitor student progress through formative and summative assessments. - Maintain accurate and up-to-date records of student performance and progress. Collaboration: - Work closely with classroom teachers to identify students in need of math intervention. - Collaborate with teachers to develop and implement intervention plans. - Participate in grade-level and school-wide meetings to discuss student progress and instructional strategies. Professional Development: - Participate in professional development opportunities to enhance instructional skills and knowledge. Communication: - Communicate regularly with parents and guardians about their child's progress and ways they can support math learning at home. - Provide feedback to classroom teachers, administrators, and other stakeholders on the effectiveness of intervention strategies. - Communicate and collaborate regularly with cooperating teachers Supportive Learning Environment: - Create a positive and inclusive learning environment that supports student engagement and success in mathematics. - Utilize technology and other resources to enhance math instruction. Skills and Abilities: - Patience and empathy for students with diverse learning needs. - Strong organizational and time management skills. - Ability to motivate and engage students in learning. - Proficiency in using educational technology tools and software. - Ability to creatively problem-solve - Maintain a solutions-oriented mindset Qualifications/Experience To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: Education and Experience: A Bachelor's degree and working knowledge of Vermont's Educational Standards required. Certificates, Licenses, Registrations. Holds or is eligible to hold a Vermont Teaching License. Holds the appropriate endorsement(s) and meets all the basic competencies and qualifications of the endorsement(s) as listed in the Regulations Governing the Licensing of Educators and the Preparation of Educational Professionals. Language Skills: Ability to read, analyze, and interpret common educational and technical journals, periodicals, and procedures, and regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to school/district standards or regulations. Ability to effectively present information to and respond to questions from administrators, parents, peers, board members, and the general public. Mathematical/Reasoning Skills: Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Microsoft and Google preferred. Communication and Interpersonal Skills: Ability to efficiently, effectively, and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively handle stressful situations and resolve conflicts. Physical Requirements * The work environment is in a mixed environment, with moderate noise, temperatures that are controlled, and no exposure to chemicals or other negative air quality elements. * The work is light/moderate work, requiring exertion of up to 30 pounds of force to move or lift objects. * The following physical and mental abilities are representative of those expected to complete the essential functions of the job: - Standing for prolonged periods - Sitting for prolonged periods - Repetitive motions with the hands, wrists, or fingers - Repetitive motions with force on the back or lower body - Ability to feel, grasp, or hold objects by hand - Discernment of colors visually - Discernment of letters or numbers - Discernment of objects under low light or distant conditions - Understanding and communicating in spoken language - Understanding and communicating in written language - Perception of sounds - Making decisions using logic and rational thinking To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations shall be made, as required by law, to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the but which may be reasonably considered to be incidental in the performing of their duties, just as though they were actually written out in this job description. Danville School and Caledonia Central Supervisory Union assure equal opportunity and public access in all their employment and service policies. CCSD and CCSU do not discriminate in hiring, programs, or policies on the basis of race, color, creed, religion, ancestry, national origin, age, disability, sex, marital status, or sexual orientation.

is located at Stratton Mountain Resort in Stratton Mountain, VT Year Round At Stratton, we are a team of people who work extremely hard and take our jobs very seriously, without forgetting how to laugh and have fun. We choose people that display the talent and attitude that exemplify the high level of service our guests expect and deserve. Our vision is to be A BOLD MOUNTAIN COMMUNITY CULTIVATING EXTRAORDINARY EXPERIENCES. BESIDES GETTING PAID TO WORK AT AN INCREDIBLE RESORT, WHAT'S IN IT FOR YOU? Stratton's team members are rewarded with job experience, opportunities for career advancement and some great lifestyle perks (eligibility based on employee type). Alterra Mountain Company Employee Pass - free lift access & discounts at Alterra resorts Free or discounted multi-resort dependent season passes Free or discounted IKON pass Discounted golf & fitness center memberships Employee childcare rates & discounted seasonal programs Retail + F&B discounts Friends & family tickets Onsite medical clinic Medical, dental, vision, life, disability, EAP, HSAs, & FSAs 401(k) plan with company match Discounted tuition plan Paid parental leave Paid sick time, FTO, Vacation Additional perks & benefits for year round employees POSITION SUMMARY Child Care Teachers are responsible for caring for the health, wellbeing and age-appropriate education in our child care setting. This includes communicating any concerns, milestones and goals to parents/guardians of any children within the classroom. Must implement curriculum that is developmentally appropriate and will encourage engagement and participation. Responsible for maintaining the health and safety of the facility, while observing all state mandated regulations. Child Care Teachers are also responsible for supervising and providing guidance to any Teacher Assistants and Classroom Aides within their assigned classroom, ensuring compliance with state regulations. There are Year-Round and Seasonal opportunities available. The wage for this role is $22.00/hr. ESSENTIAL DUTIES • Interact with, initiate, and encourage children in all activities during the day, ensuring their safety at all times • Create and implement an age appropriate curriculum using the Vermont Early Childhood Learning Standards • Foster communication between parents and caregivers • Responsible for the development and maintenance of portfolios for all children in the reoccurring program • Perform behavioral and cognitive assessments for all children in their care at least two times per year • Organize and prepare for parent teacher conferences • Must complete 24 hours of approved professional development annually • Be knowledgeable in, and uphold, state licensing requirements and regulations • Everyone employed at Stratton Child Care Center is a mandated reporter and is responsible for calling the Department of Child and Family Services to report any suspected abuse or neglect, as outlined by DCF • Be prepared to understand and immediately follow designated protocol for reporting unsafe conditions • Other duties as assigned EDUCATION & EXPERIENCE REQUIREMENTS Education: High School Diploma, or equivalent required At least 21 college credits in Early Education or a qualifying Associate's Degree Must meet, or exceed, Vermont standards for Teacher Associate position Experience: At least 1 year of experience working in a licensed childcare center, or as an Early Elementary Educator Must be at least 20 years of age QUALIFICATIONS, KNOWLEDGE, SKILL AND ABILITY REQUIREMENTS First Aid & CPR Certified Knowledge of Windows, Word, Outlook and Excel Detail oriented Strong communication, written and verbal PHYSICAL DEMANDS AND WORKING CONDITIONS • This position will be required to winter weekends and holidays • Must be able to lift 40 (forty) pounds, on a regular and repeating basis To perform this job successfully, an individual must be able to perform each essential duty satisfactorily with or without reasonable accommodations. An Equal Opportunity Employer

This position is designed to further the work of school faculty and staff in the implementation of content math standards, using the ALN framework for instruction and the i-Ready math program. The Math Intervention Specialist/Math Coach will design and implement resources and supports to help students of all abilities show growth toward Math Common Core State Standards and meet grade level math proficiencies. This position requires a strong understanding of best practices in math instruction and assessment, as well as the ability to effectively coach other licensed teachers towards the improvement of practices in the area of mathematics. A successful candidate for this position will possess a valid VT Educator License. The candidate will possess a Masters Degree in Education, plus a minimum of three years of relevant experience, or a combination of education and experience from which comparable knowledge and skills are acquired. A strong background in math education/professional development is required. Experience with direct instruction in math is also required, and experience planning and providing math intervention and/or enrichment to students is preferred. Leadership experience in math instruction, curriculum and assessment is also necessary for this position. Experience with the All Learners Network and their pedagogical approach to teaching and learning is preferred. ESSENTIAL JOB FUNCTIONS In collaboration with classroom teachers, the Director of Curriculum, the MTSS Coordinator, and the building principal, as well as district-wide specialists and outside organizations, the Math Intervention Specialist/Math Coach will: ●provide systematic intervention, instruction, and support for students working to meet math proficiencies or looking to expand their math skills. ●provide support and resources to teachers to ensure effective use, and integration of, research-based tools and strategies; share resources and support teachers in identifying appropriate instructional materials and implementation of strategies. ●keep abreast of current best practices, research findings, and other developments in the field; provide professional development to teaching staff, including by modeling/co-teaching lessons. ●assist in the creation of and provide embedded professional development with teachers. ●support teachers with administration of assessments; analyze and interpret assessment results to help inform instructional strategies and curriculum decisions; monitor student progress toward literacy proficiencies. ●administer and analyze school wide math screeners, on demand assessments, state assessments, and other diagnostic assessments as necessary; share data with full faculty, help them interpret the data, and facilitate the use of data to improve instruction. ●attend ongoing professional development to enhance pedagogical and content knowledge, as well as teaching skills, pertaining to math intervention, data use, progress monitoring, and proficiency-based learning, thereby supporting district goals and strategic plans. ●participate in the K-12 vertical teamwork on the development of a math assessment plan. ●actively participate in workshops, in-service meetings, teacher training, building level staff meetings, district meetings, and other school and district committees/projects, making substantial contributions. ●support the planning and implementation of family math events. KNOWLEDGE, SKILLS, and ABILITIES To perform this job successfully, an individual must possess: ● dedication to providing a safe and respectful learning environment for students. ● excellent teaching, organizational and planning skills. ● commitment to the success of ALL students, and ability to understand and teach to the various learning styles of students. ● the ability to effectively engage students. ● working knowledge, and understanding, of the student population being served and how demographic variables impact student achievement; effectively use this knowledge to design and deliver instruction. ● professionalism in all settings. ● the ability to consider "What's best for students" in serving and advocating for students, and in decision making. ● strong organizational skills that reflect the ability to prioritize multiple tasks seamlessly with excellent accuracy & attention to detail. ● composure, flexibility, and adaptability when faced with change, new ideas and tasks, different work sites or assignments, and a multitude of pressures and stressful situations. ● interpersonal skills to communicate with others tactfully, in a way that is direct, honest, and transparent, while also being sensitive to their needs and personality. ● a professional appearance for the position in both dress and manner. ● attention to detail and the ability to effectively adjust rate or speed in anticipation of time constraints. This includes meeting deadlines and committing to long hours of work, when necessary to reach goals and follow through on commitments. ● the ability to take personal responsibility for one's own actions. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: ● A strong understanding of the Common Core State Standards and the pedagogical underpinnings of these standards. ● A strong understanding of best practices in literacy instruction and assessment across content areas, and a commitment to continuous improvement in the areas of knowledge and professional practice. ● Experience in assessment and data-driven decision-making processes and protocols. ● A commitment to proficiency-based curriculum, instruction, and assessment. ● Knowledge and/or experience using “backwards design” for lesson development, differentiated instruction to support all students, and formative assessment to provide student feedback and to adjust lesson delivery. ● Experience in co-teaching with other teachers is desirable. ● Fingerprint/criminal justice clearance. ● Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to school/district/SU standards or regulations. Ability to effectively present information and respond to questions from administrators, parents, peers, board members and the general public. ● Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. ● Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Google required. Experience with Microsoft Office is helpful. ● Communication & Interpersonal Skills. Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively resolve conflicts and handle stress. Have demonstrated experience successfully supporting diverse students, including students of color, English Language Learners, and LGBTQI students. EQUAL OPPORTUNITY EMPLOYER: Central Vermont Supervisory Union is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identify, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation. Our organization is committed to building a diverse team that represents the students we serve. We welcome applications from people of color, people from the LGBTQ+ community, and individuals with disabilities. DISCLAIMER: The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. This is not an exhaustive list of all responsibilities, duties, and skills required. All employees may be required to perform duties outside of their normal responsibilities from time to time, as needed.

Kindergarten Teacher - SY25/26 Burlington School District The Burlington School District believes a diverse and culturally proficient faculty and staff are pivotal to the creation of a strong learning and working environment that supports student achievement and success. BSD administrators lead inclusive school communities with our vision: " Cultivating caring, creative, and courageous people. - Join the journey.” The Mission of the Burlington School District is to graduate students who: Value different cultures; Engage with the community; Communicate effectively; Think creatively; Skillfully solve problems; and Achieve at their highest academic, intellectual and personal potential. Burlington School District is seeking a passionate and energetic Kindergarten Teacher for who is committed to high levels of achievement of all students. The kindergarten Teacher instructs students as they first enter our public school system and meets students at their individual level in activities designed to promote social, physical, and intellectual growth in subject matters and skills that will enable them to maximize their potential as learners. Creates, organizes and implements meaningful and engaging lessons/instructional programs to diverse groups of students in a learning environment that guides and encourages students to develop and fulfill their academic potential, as well as help them develop their character, personality and social and emotional skills. Promotes enthusiasm for growth and development. Adheres to state curriculum standards. Collects and reports on correct and detailed records of student performance. Creates and maintains a safe and respectful learning environment. Creates a relationship of mutual trust and respect with students from all backgrounds and abilities QUALIFICATIONS: Job Requirements: Eligible to work in the United States without sponsorship. Minimum Required: Bachelor's degree in Education, Special Education, or related field. Preferred: Master's degree in Early Childhood Special Education. Licensed or eligible for Vermont Educators License. Endorsement in Early Childhood Education (36) Pk-6 or eligible for Vermont Provisional License; Preferred: Dual Licensed in Early Childhood Education (36) and Special Education (82) Documented or eligible for NCLB Highly Qualified Teacher status; Required Qualifications: Experience working in a elementary school classroom Experience implementing Early Multi-Tiered Systems of Support (e-MTSS) and trauma informed practices. Experience supporting students with social cognition, behavioral, and social emotional needs. Experience training and supervising para-educators providing support services to special needs students. Experience in planning, leading, and managing large and potentially complex IEP meetings with students, parents, teachers, outside agencies, community mentors, and other support people. Understanding of Cultural Competency (as explained through Essay 1 on SchoolSpring). Knowledge of best practices regarding frameworks of student behavioral support. Preferred Attributes: Training and/or experience with English Language Learners. Experience in a professional/teaching learning community; experience in co-teaching/collaborating with other educators. Evidence of student-centered learning approaches including personalizing instruction and supporting students meeting core proficiencies Evidence of implementing inclusive practices for students with special needs. Ongoing educational post graduate coursework in education or subject area, including diversity, equity and inclusion. WORKING CONDITIONS: These are the physical and mental/reasoning requirements of the position as it is typically performed. The inability to meet one or more of these physical or mental/reasoning requirements will not automatically disqualify a candidate or employee from the position. For a full Job Description please . Include but may not be limited to: Face-to-Face contact Noise Levels Verbal contact with others Judgment/decision making Inside air conditioning and heat EMPLOYMENT BENEFITS/TERMS: SALARY: As per the Master Agreement between the Burlington Board of School Commissioners and the Burlington Education Association. This is a salaried position paid Bi-Weekly with a lump sum payment for the summer period. SCHOOL YEAR: 10 months, 187 workdays (based on start date), 7.75 per day/38.75 per week BENEFITS: Benefits eligible on start date. 30 days to enroll in coverage from start day. BSD Benefits! PAID TIME: Sick Time / Personal Time As per the Master Agreement. Equal Opportunity Employer: Burlington School District is an Equal Opportunity Employer and is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation. Applications from women, veterans, individuals with disabilities and people from diverse racial, ethnic, and cultural backgrounds are encouraged. The Burlington School District will provide reasonable accommodations for qualified individuals with disabilities.