Teacher Jobs in Milton, VT

Job Title:Elementary Classroom Teacher Job Group:Educator Pay Level:Exempt Reports to:Elementary School Principal Summary: To create a developmentally appropriate elementary grade program and a positive class environment that promotes learning and personal growth; motivates students to develop skills, knowledge, and attitudes needed to provide a strong foundation for learning, as outlined in our district's stated Ends Policy. Responsible for establishing effective relationships with students, parents/guardians, staff, and community members to enhance learning opportunities. Subscribes to and applies the principles of Multi-Tier System of Supports (MTSS) for the benefit of student and employee development. Essential Duties and Responsibilities: Other duties may be assigned. Develops standards-based lesson plans and instructional material and employs current and best practice in establishing pedagogical techniques. Using a universal design, adapts curriculum, materials, and assessments to instruct the whole class, individuals, and small groups meeting the needs of every student. Demonstrates an understanding of Common Core State Standards and applies knowledge in order to develop age appropriate lessons. Assesses and monitors learning using a variety of methods, including formative assessment, and adjusts instruction according to individual student needs. Communicates regularly with parents/guardians outside the normal instructional day by such means as: newsletters, notes, phone calls, e-mails, and conferences. Establishes and maintains standards of student behavior to achieve an effective learning atmosphere using research-based protocols. Evaluates student's academic and social growth, keeps appropriate records, and prepares progress reports. Identifies student needs, designs appropriate instruction, makes appropriate referrals, and develops strategies for individual education plans. Is available to students and parents/guardians for education-related purposes outside the instructional day. Plans, coordinates, and supervises the work of others (i.e.: assigned employees, parents/guardians, and volunteers) while present in the classroom and on field trips. Creates a respectful and safe environment that is developmentally appropriate for age/grade of students and that meets required safety codes. Instruct students in citizenship and required subject/curriculum areas using current best practices and, as specified, in state law and administrative regulations and procedures of the school and district. Attends meetings and collaborates with other staff to coordinate instruction and student learning. Actively participates in school activities and assignments towards the education and supervision of all students. 14.Demonstrates the Core Teaching and Leadership Standards for Vermont Educators. General Responsibilities: Under the direction of the school Administration, supervises classroom employees, students, and volunteers. Monitors student discipline through an appropriate classroom management program such as, but not limited to, Positive Behavior Interventions and Supports (PBIS). Regular attendance in accordance with established work schedule. Qualification Requirements: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below represent the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education and/or Experience: Certificates, Licenses, Registrations: Valid Vermont Teaching License with appropriate endorsement for content and/or grade level. Language Skills: Ability to read, analyze, and interpret textbooks, periodicals, professional journals/books, technical procedures, and/or governmental regulations. Ability to write lesson plans, reports, correspondence, and procedures. Ability to effectively present information and respond to questions from administrators, students, parents/guardians, staff, and the public. Ability to use a variety of assessments to modify instruction and improve student outcomes. Mathematical Skills: Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of algebra and geometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. Ability to use a variety of assessments and analyze student and school data to monitor student progress. Reasoning Ability: 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. Other Skills and Abilities: Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on school and district objectives and the needs and abilities of assigned students. Ability to establish and maintain effective relationships with students, peers, and parents/guardians; skilled in oral and written communication. Ability to keep current with technology trends and utilize technology to enhance student instruction and learning. Ability to perform duties with awareness of all district requirements, Vermont Education Quality Standards (EQS), applicable laws, and Board policies. Demonstrated ongoing commitment to workplace diversity, sustainability, and delivering exceptional customer service. Physical Demands: The physical demands described here represent those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand, talk, hear, see and sometimes walk, sit, kneel, and bend. While performing the duties of this job, the employee may occasionally reach overhead and, push, carry, or lift up to 50 lbs. such as boxes of books and technology related items or to assist students. The employee must demonstrate manual dexterity to grasp items (i.e. chalk, papers, books) and manipulate technology (keyboards, on-off switches, operate equipment) and to assist students with learning tools. The incumbent is directly responsible for safety, well-being, or work output of other people. Specific vision abilities required by the job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff. Emotional Demands: The individual must be able to work with others in a collegial and cooperative manner, model best behavior, must show above average interpersonal skills, and follow directions of school leadership. Work Environment: The work environment characteristics described here represent those employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The work is performed in an active environment, typical of a school. The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors. Occasional travel to other locations for meetings and trainings may be required. Terms of Employment: Per Master Agreement Evaluation: Per established guidelines

Milton Town School District seeks an energetic, upbeat, innovative .5 FTE Literacy Substitute Teacher to join our grades 9-12 high school. Candidates must have experience and demonstrate the ability to cultivate foundational skills in both writing and reading among high school students. Knowledge of evidence-based high-impact reading acquisition strategies for adolescent and young adult learners and the ability to teach writing as a process is preferred. The ability to collaborate and communicate with other teachers is a must. The .5 schedule is not fixed and can be adjusted to meet the right candidate's availability. This position is for approximately 67 days, beginning March 1, 2025. The minimum pay is $63.75 for a half or $127.50 for a whole day or more, depending on experience and schedule.

POSITION TITLE: Anticipated Title I Reading Teacher (1.0 FTE) GENERAL DESCRIPTION: The Anticipated Title I Reading 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: Current VT teacher license with an endorsement in elementary education. Advanced degree and/or graduate coursework in reading strongly desired Experience working with academically at risk students Demonstrated understanding and applications of best practices in teaching and learning. Skills in collaborative problem solving, critical thinking, and teamwork. Knowledge of VT's Curriculum Framework and ability to create interdisciplinary lessons/units. Commitment to the district's mission statement and Strategic Plan. PERFORMANCE RESPONSIBILITIES: Instruct and guide students according to their developmental needs and in accordance with district curricula. Process referrals from classroom teachers, other staff members, and parents; assess individual student strengths/needs Recommend eligibility for Title I services; implement program plans Schedule instructional programs and delivery models jointly with classroom teachers Design and deliver Title I services to students based upon their needs, program goals, and classroom curricula Plan lessons that include remedial and preventative strategies; challenge students to engage in problem solving and higher-level thinking skills Communicate regularly with parents, classroom teachers, specialists, and other Title I staff members; work collaboratively as a school team member Evaluate individual pupil progress formally and informally; report results to classroom teachers and parents Create a classroom environment and climate which is open, flexible, and conducive to learning. Understand and demonstrate current best practices in teaching and learning. Maintain appropriate student records and program documentation. Communicate effectively with parents, students, and peers. Implement district policies; follow school practices/procedures; demonstrate commitment to district's Strategic Plan. Assume supervisory responsibilities as assigned. Demonstrate a commitment to professional development; model professional behavior. Collaborate with other school and district staff members to achieve the district's mission and annual goals. Perform other responsibilities as assigned by the building or district administrators.

Fletcher Elementary School is seeking an enthusiastic and caring educator to support our Kindergarten students. The ideal candidate will be a team player, familiar with Responsive Classroom and PBIS practices. A knowledge of early literacy and early math instructional practices is preferred.

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

St. Francis Xavier School is seeking an enthusiastic and dynamic 2nd grade classroom teacher. Subject areas taught in 2nd grade include, but are not limited to, Religion, Math, Science, Social Studies, and Language Arts. The 2nd grade teacher will work closely with all faculty members in order to maintain schoolwide curriculum, build positive school climate and promote Christian values in accordance with the school's mission. The 2nd grade teacher will implement the predetermined curriculum and use regular assessments and individualized instruction to meet the needs of the students. Qualified applicants will have strong communication and organization skills, the ability to problem solve, classroom management skills, and dynamic teaching strategies. St. Francis Xavier is a Catholic School. Teaching and modeling the Catholic faith and attending weekly mass as a school is an integral role of the 4th Grade Teacher. “Catholic education is an expression of the mission entrusted by Jesus to the Church He founded.” (To Teach As Jesus Did, USCCB, 1972)

WE'RE GROWING! And we seek a English/Social Science Teacher to be a big part of our growth! Here are the details: English/Social Sciences Teacher - The Mill School Who We Are. What We Do. Our approach to education is simple. We are committed to providing flexible, caring and proactive educational and vocational opportunities to young people who often struggle with the day-to-day necessities of life. Every student who attends our program is treated with dignity and respect. We listen to them and behave in ways that let them know that they've been heard and we collaborate with them to make plans to achieve outcomes that are important to them. We have very real and very frank conversations that can sometimes be difficult, but we believe that these conversations are necessary to the identification of meaningful outcomes and the development of academic and personal success. We care. The population we serve has been historically unsuccessful in public school settings. Our students are often identified as behavior problems, at risk for failure, emotionally disturbed, or worse. They arrive at our door cynical, combative, with minimal interest in school and little hope for a positive future. Their educational experiences have been negative, difficult, and rife with broken relationships and conflict, and the services that they have received are typically provided in a reactive and controlling manner. Our methods are different, and based on years of research that we've published in the professional literature and that we've successfully applied in schools around the world. We teach students how to manage themselves, to work on projects and activities that they find useful and interesting and to integrate these projects in the daily school routines. We are proactive. Our students have long histories of making poor decisions and we respond with understanding and support. We help them to learn how to make plans and follow their plans, and to honestly evaluate the results of their plans once they're completed (or not). We realize that each student is an individual with unique needs so we encourage them to be themselves and explore multiple options to create an educational program that will work best. We are collaborative. Our place is a safe haven for our students. A place that they can use our kitchen to make or get a hot meal and as get much as they can eat (and bring home for their families if they need to). Access to a caring ear to listen whenever it's needed. The comfort of knowing that no matter how they are feeling or behaving, they are accepted for who they are. We don't restrain kids, we don't call the police when things get difficult. We work it out together. We understand that everyone has bad days and that no one is at his or her best when having a bad day, so we adjust and adapt and teach the students to do so as well. We help our students to learn how to judge “big deals and little deals” in a reasonable way, to recognize when they are “ready” or “not ready” to take on a task or interaction with another person, and we support them to learn how to respond to life in a positive and pro-social way. We are positive. We are committed to a small program - no more than twenty-five students supported by 10 clinical and educational staff - so that we are able to focus on each student's interests and ideas in a very personal way. We are a safe haven to try things out, to fail without feeling like a failure, to learn how to be resilient and successful in ways they never experienced in school before. We believe in our students. We prepare students for life after school by helping them to develop the ability to regulate themselves. We help students learn to be successful in school and in life. As a result, we provide a flexibly integrated school day that includes formal classroom activities, individual projects that are undertaken in the school setting and in the community, vocational activities, and weekly community activities designed to create opportunities to establish positive connections with others. We are relentlessly optimistic. Join our journey! It will be hard. It will be fun! JOB REQUIREMENTS: •Deliver English-Language Arts and Social Sciences oriented instruction (English, Social Studies, History) through Project-Based Learning methods. •A WELL DEVELOPED SENSE OF HUMOR •Licensure as Middle School/High School Teacher •Interest in working with a diverse student population with difficult behaviors •Valid Driver's license and reliable transportation for on the job travel •Minimum of Bachelor's Degree (Masters Preferred) in English, Reading, History, or related fields •Experience in the implementation of positive behavior supports and proactive engagement with difficult students •Teach approved curriculum while creating a classroom and total school environment that is conducive to learning and is appropriate to the maturity and interests of the students. •Assist school leaders in implementing all policies and rules governing student life and conduct and develops and informs students of reasonable rules concerning classroom procedures and behavior and maintains a safe and orderly classroom environment. •Meet and instruct assigned classes in the locations and at the times designated. •Employ a variety of instructional techniques, instructional media, and performance assessments, which guide the learning process toward academic achievement and curriculum goals. •Establish clear objectives for all lessons, curricular units, and projects and communicates these objectives to the students. •Assess the accomplishments of students in a variety of ways on a regular basis and provides progress reports as required. •Maintain accurate, complete, and correct records as required by law, corporation policy, and administrative regulations. •Administer and analyze standardized testing data and adjust instructional strategies, as needed, to maximize probability of student success. •Understand and accommodate the special needs of students, seek the assistance of colleagues, as needed and/or required, and makes appropriate individualized physical and instructional accommodations within the classroom. •Serve on internal school and external community committees as needed. •Build effective relationships with parents and students through regular communication and is available to students and parents for education-related purposes, e.g., open house, conferences, extra-curricular activities. •Participate in professional growth and development and stays abreast of current research through continuing education, educational seminars, workshops, conferences, membership in professional organizations of the subject taught, and attendance at in-services. •Teach students to work collaboratively to solve problems and to think logically and creatively. •Complete other duties as assigned. •Maintain a strong, regular personal attendance record. •A WELL DEVELOPED SENSE OF HUMOR JOB REQUIREMENTS: •A WELL DEVELOPED SENSE OF HUMOR •Demonstrated ability to work flexibly and effectively with a diverse student population, with community school partners, and with the families of students •Work positively in collaborative teams •Implement age appropriate teaching methods utilizing a curriculum framework, understand education and special education law, and teach appropriate instructional subjects across a spectrum of traditional and non-traditional courses •Co-teach with peers in a diversity of classroom and community settings •Develop positive relationships with community services in the effort to develop meaningful practicum and internship opportunities for students •Develop and implement Behavioral and Functional Assessments for students •Implement IEPs for students with a variety of special education classifications •Develop and implement an objective system for assessment and development of individualized goals and objectives •Intervene when students demonstrate behavioral challenges •Ability to read, analyze, and interpret professional journals, technical procedures, textbooks, and government regulations. •Ability to write reports and general correspondence. Ability, both orally and in writing, to present information effectively and respond appropriately to questions and concerns from individuals and groups of educators, administrators, parents, students, and the general public. •Ability to communicate using correct grammar. •Ability to work with English and Social Science concepts •Ability to integrate multiple facets of technology to enhance learning and instruction. •Ability to solve practical problems and deal with a variety of variables in situations where only limited information exists. •Ability to define problems, collect and analyze data, establish facts, and draw valid conclusions. •Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form and to understand abstract and concrete variables. •Ability to use available information and develop valid long-term and short-term plans for curricular goals. •Facilitate team processes including problem solving, pre-referral intervention, and IEP development for special needs students •Use approved methodology to provide for the health and safety of students •Collect appropriate student performance data for determining the extent to which student IEP goals and objectives are achieved •Excellent interpersonal skills to consult effectively with teachers, local school staff, social service agencies and parents •Excellent command of oral and written English language and ability to present effectively to large groups •Maintain integrity of confidential information relating to students, families, and staff •A WELL DEVELOPED SENSE OF HUMOR! If you are interested in applying for the position please send your resume and a letter of interest to: Tim Feeney. Ph.D. School Founder Phone: ************ or by EMail: ************************

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.

Cambridge Elementary is searching for a second grade classroom teacher to join our incredible school community for the 2025-2026 school year. We are seeking candidates with knowledge and experience with the following programs, practices, beliefs, and research: Responsive Classroom, American Reading Company, Wiley Blevins Phonics Program, Guided Reading, Patterns of Power, MAPS and Fastbridge assessments, Bridges Math Program, Math Menu, Next Generation Science Standards, Growth Mindset, Developmental Trauma and Resilience, and Restorative Practices. 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 - ************ ces. lnsd. org

Responsive recruiter 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.

Job Title:Elementary Classroom Teacher Job Group:Educator Pay Level:Exempt Reports to:Elementary School Principal Summary: To create a developmentally appropriate elementary grade program and a positive class environment that promotes learning and personal growth; motivates students to develop skills, knowledge, and attitudes needed to provide a strong foundation for learning, as outlined in our district's stated Ends Policy. Responsible for establishing effective relationships with students, parents/guardians, staff, and community members to enhance learning opportunities. Subscribes to and applies the principles of Multi-Tier System of Supports (MTSS) for the benefit of student and employee development. Essential Duties and Responsibilities: Other duties may be assigned. Develops standards-based lesson plans and instructional material and employs current and best practice in establishing pedagogical techniques. Using a universal design, adapts curriculum, materials, and assessments to instruct the whole class, individuals, and small groups meeting the needs of every student. Demonstrates an understanding of Common Core State Standards and applies knowledge in order to develop age appropriate lessons. Assesses and monitors learning using a variety of methods, including formative assessment, and adjusts instruction according to individual student needs. Communicates regularly with parents/guardians outside the normal instructional day by such means as: newsletters, notes, phone calls, e-mails, and conferences. Establishes and maintains standards of student behavior to achieve an effective learning atmosphere using research-based protocols. Evaluates student's academic and social growth, keeps appropriate records, and prepares progress reports. Identifies student needs, designs appropriate instruction, makes appropriate referrals, and develops strategies for individual education plans. Is available to students and parents/guardians for education-related purposes outside the instructional day. Plans, coordinates, and supervises the work of others (i.e.: assigned employees, parents/guardians, and volunteers) while present in the classroom and on field trips. Creates a respectful and safe environment that is developmentally appropriate for age/grade of students and that meets required safety codes. Instruct students in citizenship and required subject/curriculum areas using current best practices and, as specified, in state law and administrative regulations and procedures of the school and district. Attends meetings and collaborates with other staff to coordinate instruction and student learning. Actively participates in school activities and assignments towards the education and supervision of all students. 14.Demonstrates the Core Teaching and Leadership Standards for Vermont Educators. General Responsibilities: Under the direction of the school Administration, supervises classroom employees, students, and volunteers. Monitors student discipline through an appropriate classroom management program such as, but not limited to, Positive Behavior Interventions and Supports (PBIS). Regular attendance in accordance with established work schedule. Qualification Requirements: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below represent the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education and/or Experience: Certificates, Licenses, Registrations: Valid Vermont Teaching License with appropriate endorsement for content and/or grade level. Language Skills: Ability to read, analyze, and interpret textbooks, periodicals, professional journals/books, technical procedures, and/or governmental regulations. Ability to write lesson plans, reports, correspondence, and procedures. Ability to effectively present information and respond to questions from administrators, students, parents/guardians, staff, and the public. Ability to use a variety of assessments to modify instruction and improve student outcomes. Mathematical Skills: Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of algebra and geometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. Ability to use a variety of assessments and analyze student and school data to monitor student progress. Reasoning Ability: 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. Other Skills and Abilities: Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on school and district objectives and the needs and abilities of assigned students. Ability to establish and maintain effective relationships with students, peers, and parents/guardians; skilled in oral and written communication. Ability to keep current with technology trends and utilize technology to enhance student instruction and learning. Ability to perform duties with awareness of all district requirements, Vermont Education Quality Standards (EQS), applicable laws, and Board policies. Demonstrated ongoing commitment to workplace diversity, sustainability, and delivering exceptional customer service. Physical Demands: The physical demands described here represent those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand, talk, hear, see and sometimes walk, sit, kneel, and bend. While performing the duties of this job, the employee may occasionally reach overhead and, push, carry, or lift up to 50 lbs. such as boxes of books and technology related items or to assist students. The employee must demonstrate manual dexterity to grasp items (i.e. chalk, papers, books) and manipulate technology (keyboards, on-off switches, operate equipment) and to assist students with learning tools. The incumbent is directly responsible for safety, well-being, or work output of other people. Specific vision abilities required by the job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff. Emotional Demands: The individual must be able to work with others in a collegial and cooperative manner, model best behavior, must show above average interpersonal skills, and follow directions of school leadership. Work Environment: The work environment characteristics described here represent those employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The work is performed in an active environment, typical of a school. The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors. Occasional travel to other locations for meetings and trainings may be required. Terms of Employment: Per Master Agreement Evaluation: Per established guidelines

POSITION TITLE: Title I Reading Teacher (0.8 FTE) GENERAL DESCRIPTION: The Title I Reading 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: Current VT teacher license with an endorsement in elementary education. Advanced degree and/or graduate coursework in reading strongly desired Experience working with academically at risk students Demonstrated understanding and applications of best practices in teaching and learning. Skills in collaborative problem solving, critical thinking, and teamwork. Knowledge of VT's Curriculum Framework and ability to create interdisciplinary lessons/units. Commitment to the district's mission statement and Strategic Plan. PERFORMANCE RESPONSIBILITIES: Instruct and guide students according to their developmental needs and in accordance with district curricula. Process referrals from classroom teachers, other staff members, and parents; assess individual student strengths/needs Recommend eligibility for Title I services; implement program plans Schedule instructional programs and delivery models jointly with classroom teachers Design and deliver Title I services to students based upon their needs, program goals, and classroom curricula Plan lessons that include remedial and preventative strategies; challenge students to engage in problem solving and higher-level thinking skills Communicate regularly with parents, classroom teachers, specialists, and other Title I staff members; work collaboratively as a school team member Evaluate individual pupil progress formally and informally; report results to classroom teachers and parents Create a classroom environment and climate which is open, flexible, and conducive to learning. Understand and demonstrate current best practices in teaching and learning. Maintain appropriate student records and program documentation. Communicate effectively with parents, students, and peers. Implement district policies; follow school practices/procedures; demonstrate commitment to district's Strategic Plan. Assume supervisory responsibilities as assigned. Demonstrate a commitment to professional development; model professional behavior. Collaborate with other school and district staff members to achieve the district's mission and annual goals. Perform other responsibilities as assigned by the building or district administrators.

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.

Milton Town School District seeks innovative, dynamic, and collaborative special educators or interventionist substitute teacher for approximately 50 days, from the beginning of February through the beginning of May. The ideal candidate will demonstrate strong leadership and problem-solving skills and knowledge of the Common Core State Standards, VT Special Education, and 504 Regulations. The candidate will also be proficient in co-planning and co-teaching a universally designed curriculum in an integrated school setting. Pay is $120. 00 per day.

Must be 21 to apply. 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 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

Richford Elementary School, a prekindergarten through grade five school, is excited to invite applications for a Kindergarten Teacher position for the 2025-2026 school year. As a proud Leader in Me school, we empower students to take ownership of their learning, develop leadership skills, and make a meaningful impact in their school and community. We're looking for an educator who thrives in a collaborative, team-driven environment-someone who uses data to inform instruction, adapts to student needs, and brings creativity to the classroom. The ideal candidate values student voice, fosters leadership, and creates an inclusive, engaging space where every child grows academically, socially, and emotionally. At RES, teaching is a shared effort, and we're excited to welcome a team player who's ready to make an impact. What Sets RES Apart? ✅ Team-Based Instructional Model - Teachers co-plan and team-teach many content areas, working closely with colleagues, interventionists, specialists, and paraeducators to design integrated instruction that meets diverse student needs. ✅ Multi-Tiered System of Supports (MTSS) - We take a data-informed approach to instruction, ensuring every student gets the right level of support to succeed. ✅ Strong Student Support Team - Teachers collaborate with behavior specialists, school counselors, and administrators to support students' academic and social-emotional growth. ✅ Leader in Me School - We embed leadership development and life skills into daily learning, helping students grow as confident, responsible individuals. ✅ Professional Growth & Mentorship - FNESU and RES offer mentorship, coaching, targeted professional learning, and a supportive administration to help educators refine their craft and grow professionally. Responsibilities: -Co-planning and team-teaching to create engaging, data-informed instruction aligned with the Common Core State Standards, Leader in Me principles, and our math and literacy programs to ensure cohesive, high-quality instruction. -Differentiating instruction to meet the needs of all learners, ensuring students receive the right level of challenge and support. -Collaborating in a Professional Learning Community (PLC) to reflect on student progress and refine teaching practices. -Using Trauma-Informed Practices and the Responsive Classroom model to build a positive, inclusive classroom culture. -Building meaningful connections with families to support student growth beyond the classroom. Who We're Looking For: -A collaborative, team-focused educator who enjoys co-teaching, co-planning, and problem-solving with colleagues to achieve the school's goals. -Someone ready to lead initiatives and take on leadership roles, contributing to our culture of collaboration and leadership development. -A flexible, innovative educator eager to try new approaches to engage students and foster their growth. -An educator who prioritizes student voice and leadership, helping learners take ownership of their learning. -A teacher who values building strong relationships with students, families, and colleagues. Consider joining Richford Elementary School and be part of a dynamic, innovative learning community where teachers work together to shape students' educational experiences and leadership skills. We encourage potential candidates to visit RES, explore our professional learning community, and see if we are the right match for you! 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.

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 Pareducator to assist professionals in supplying individualized instruction to Kindergarten students in classrooms and small group environments. The paraeducator will facilitate and supplement the educational process under the direction of a professional staff member. Responsibilities include communication facilitation, carrying out programs designed by the teaching staff, managing behavior, teaching self-regulation skills, and supporting and facilitating social engagement with peers. Physical responsibilities include lifting, carrying, personal care, and the ability to assess a situation and respond quickly. The essential functions of this position include: Support the developmental growth of each child: Facilitate children's engagement in play activities by asking children open-ended questions about their activity and offering suggestions to add more complex materials and ideas. Facilitate language development by describing to children their activity as well as the adult's activity as they are happening. Use motivation/positive behavior management technique. Understand young children, their behaviors and motivation. Effective and respectful communication with students, parents, and school staff. Work Collaboratively with Teaching Team: Following IEP Objectives and Behavior Plans. Using methods, and materials prescribed by the teaching team. Assist professional staff in supervising students across environments. Assist professional staff in the maintenance and operation of classrooms by prepping. materials and classrooms for daily activities. Participate in scheduled paraeducator in-service and training. Assist professional staff with the collation, collating, and recording of data. Perform other tasks and duties as appropriate and/or assigned. Education: Minimum Required: High School Diploma Minimum Required: At least two years post-secondary education or successful completion of the Praxis exam. The working conditions of this position include: Work environment is a regular office, classroom, outdoor, community preschool or other school setting. Occasional exposure to weather extremes. Ability to tolerate extremes in noise levels. Ability to lifting and carrying upto 50lbs. SALARY: As per the Master Agreement between the Burlington Board of School Commissioners and the Paraeducators of the Burlington School District. In addition to the base rate of pay. Intensive Needs Paras will receive a premium for hours worked directly with intensive special needs (ISN) students of $4.00 per hour. BENEFITS: Health and life insurance benefits are available for this position after a period of 45 working days. Dental benefits are available after 1 full working year. Equal Opportunity: The Burlington School District provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. The Burlington School District will provide reasonable accommodations for qualified individuals with disabilities.

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.

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.