Teacher Jobs in Wauwatosa, WI

School Information: Located in Milwaukee, WI, and we opened in 2011 and serves students K4-8. With us, you can connect passion with purpose. Why Choose US: Starting pay above recently adjusted market scales. Supported by an experienced leadership team. Personalized development and coaching opportunities. High-level support provided for all staff members. Emphasis on maintaining a safe and conducive learning environment. Recognition as one of Milwaukee's best & Brightest Companies to Work For. Duties and Responsibilities: Teacher in Residence (TIR) is a great way to bring your passion for being a teacher to our school! We are looking to pro-actively hire talented teachers for the upcoming school year before classroom openings become available. As the school starts to map out the classroom schedule for the upcoming school year, TIRs will be assigned a specific classroom and will work with their school leadership and other teachers in the same grade level to best prepare for the school year. Prepare to assume responsibility of a classroom teacher when a vacancy becomes available Create a classroom environment that is engaging and conducive to learning. Leverage a curriculum proven to drive the academic success of students. A set of curricular resources are there for you to take and implement in your classroom based on the needs of students. Analyze and use student data to inform your teaching. Participate collaboratively and professionally with fellow teachers and support staff to meet the goals and individual needs of each student. Qualifications: Hold a valid teacher license or meet alternative requirements. We will support you through your alternative certification journey. We are equal-opportunity employer. What are the 3-4 non-negotiable requirements of this position/LICENSURE REQUIREMENTS? Elementary education, that includes grades 1-6 (there are several combinations of WI licenses that might be acceptable (PK-3, K-6, PK-8, K-8, 116, 118) Regular Education at the Early Childhood or Early Childhood to Middle Childhood or Middle School to Early adolescence level.

Academy of Excellence, Inc., a K-12 Christ-centered school, seeks a Classroom Teacher to teach at its school in Milwaukee, WI. Candidate will manage a classroom and provide education consistent with AoE's Christian Mission and policies and in a manner conductive to education; plan, prepare, and use instructional strategies to advance education; employ approved curriculum and modify to meet students' needs consistent with professional standards; record assessments; reference and draw attention to Christian Worldview principles as outlined through the Scriptures as it relates to life and academic education; maintain records for attendance, assessments, planning, conduct, conferences, and communication to parents; identify hindrances to education and strive to minimize or eliminate them; develop a sense of community in classroom and families; keep parents informed of student progress; ensure the safety, health, education, advancement, and protection of students; collaborate with peers to enhance the instructional environment; continue training in education; and participate and attend school related meetings, open houses, conferences, and events. Bachelor of Education, Mathematics Education or related or equivalent education, experience or training to a bachelor's degree, plus 3 yrs exp in education or related required. Submit resumes to ****************************** .

Insight Global is seeking a full-time Teacher Assistant to support a non-profit company in Beach Park, IL. This individual will work closely with the Lead Teacher to support the creation of comprehensive and engaging lesson plans grounded in research-based practices for 3-5-year-olds. Support a vibrant classroom environment based on ECERS guidelines and integrate CLASS concepts into daily interactions, aligning with the IELDS/Early Learning Outcomes Framework. Incorporate children's interests, cultures, and school readiness goals into individualized and group learning opportunities, celebrating the richness of our community. Actively contribute to creating a positive classroom atmosphere where all team support one another, share best practices, and work together to uphold the organization's core values. Collaborate with the Lead Teacher and team to develop, maintain, and monitor individual child education binders, ensuring confidentiality and adherence to program regulations. Review lesson plans using research-based Creative Curriculum and tailor learning experiences that promote social, emotional, physical, and cognitive development for every child based on child assessments, screening results and observation data. Build strong relationships with families through parent-teacher conferences and home visits, supporting children's growth. Ensure safety by adhering to state licensing standards, organization guidelines, and ISBE regulations, and implementing positive discipline strategies. Participate in professional development opportunities, adhere to all relevant regulations, and engage in recruitment activities to maintain full program enrollment. Perform other duties as assigned, adhering to all relevant regulations and agency policies. Required Skills & Experience Associate's degree in early childhood education (ECE), Child Development (CD),or related field with a minimum of 15 credits in Early Childhood. 2+ years of experience in Early Childhood or Childcare Program. Strong communication skills and the ability to engage with children and families from diverse backgrounds. Required Certifications: Illinois Gateways Infant/Toddler Credential Level 3. Must be willing to obtain ISBE Certification within 3 months of start date (professional development provided). Nice to Have Skills & Experience Bilingual in English and Spanish. Food Handler, First Aid and CPR certifications. Preferred knowledge Creative Curriculum, Coaching to Fidelity, Teaching Strategies GOLD, ECERS and CLASS and Child Developmentally screening and assessment tools.

Corporate Headquarters 12575 Uline Drive, Pleasant Prairie, WI 53158 Are you a master of words with an eye for detail? At Uline, you'll transform complex ideas and data into compelling insights, helping leaders make informed decisions. This role is perfect for former teachers or English majors eager to apply their craft in a corporate setting! Better together! This position is on-site, and we are looking for people who share our passion. Position Responsibilities Write, edit and publish executive summaries for company leadership. Collaborate with teams to capture and communicate their stories. Summarize customer feedback to drive company improvements. Review data and reports to provide informed recommendations. Minimum Requirements Bachelor's degree. Major in English, Communications or a related field preferred. Working knowledge of Microsoft Word and Excel. Strong communication and organizational skills with excellent attention to detail. Benefits Complete health insurance coverage and 401(k) with 6% employer match that starts day one! Multiple bonus programs. Paid holidays and generous paid time off. Tuition Assistance Program that covers professional continuing education. Employee Perks On-site café and first-class fitness center with complimentary personal trainers. Over four miles of beautifully maintained walking trails. About Uline Uline, a family-owned company, is North America's leading distributor of shipping, industrial, and packaging materials with over 9,000 employees across 13 locations. Uline is a drug-free workplace. EEO/AA Employer/Vet/Disabled ()

Love where you work! Are you searching for a career at a place where you look forward to each day's challenges and rewards? At Curative Care, you can be part of a team of excited individuals making a real difference in family's lives. We offer fantastic benefits, a flexible schedule, and a great, fully immersive training program. The Special Education Teacher provides Special Instruction Services, either directly or on a consultation basis, to children with special needs, their families, and caregivers in a variety of settings. Supports the families and/or caregivers to be an integral part of their child's Birth to Three Program. Performs evaluations of children aged 0-3 in their home. Plans, develops and implements educational programs. Maintains written and verbal communication involving persons served with all appropriate staff members. Collaborate as a team member when participating in the screening, evaluation and IFSP process. Work with all early intervention staff under a Primary Provider Approach with an emphasis on Coaching as a strategy. Promoting provision of services that are relationship-based, family centered, collaborative and based on enhancing family strengths to support family functioning which increases each child's opportunities to achieve his/her maximum developmental potential. SKILLS AND QUALIFICATIONS: Requires Bachelor's Degree in Special Education or Early Childhood Education (Exceptional Educational Needs). Visual and Hearing Impairment Degrees also accepted. DPI 808, 809, or Vision 803/Hearing 805 license required. A valid Wisconsin driver's license, reliable transportation and car insurance are required. * The Early Intervention Specialist - Special Education Teacher is responsible for providing early intervention services to children in the environment in which the child naturally spends his/her day. The teacher will address all areas of development and base his/her treatment activities on the goals written by the parents and stated on the IFSP. The teacher is also responsible to help support the families through the birth to three process. The Special Education Teacher reports directly to the Director of Birth to Three programming. Work as a team member when participating in the screening, evaluation and IFSP process. Work with all early intervention staff under a Primary Provider Approach with an emphasis on Coaching as a strategy to promote provision of services that are relationship-based, family centered, collaborative and based on enhancing family strengths to support family functioning which increases each child's opportunities to achieve his/her maximum developmental potential. Provide Special Instruction Services, either directly or on a consultation basis, to children with special needs, their families, and caregivers in a variety of settings. Support the families and/or caregivers to be an integral part of their child's Birth to Three Program. Job Type: Full-time Equal Opportunity/Affirmative Action Employer committed to creating a culturally diverse workforce that serves the various needs of our clients.

Wildcat Summer Adventures Teacher - Dual Language Spanish - Grade EC - K (Multiple Positions) JobID: 2537 Summer School/Wildcat Summer Adventures Teacher Date Available: June 9, 2025 Additional Information: Show/Hide Woodland School District 50 is an Equal Opportunity Educator/Employer. We are committed to building a culturally diverse workforce and educational environment by hiring individuals who support and contribute to the diversity and excellence of our student and academic programs through their teaching and service to our students, parents and the community we serve. If you welcome inclusion, equity and diversity, have an unwavering commitment to the success of all students, embrace and celebrate the individuality of our student population with respect to race, ethnicity, and economic status, and seek to celebrate the cultures that contribute to making our district so rich, please join our team! Minority candidates encouraged to apply. ________________________________________________________________________________________________________________________________________________________________________________________________________________ Position Title: Wildcat Summer Adventures Teacher - Dual Language Spanish Grade EC - K (Multiple Positions) Applicants are instructed to address in their application/resume their experiences directly related to each section noted in this posting. Position Type: Summer School Teaching Date Posted: February 12, 2025 Location: Districtwide Date Available: June 9, 2025 Description: Provide a TPE structured, individualized, educational classroom environment to meet the needs of limited English speaking students by consistently practicing differentiated instruction; and ability to implement authentic assessments such as portfolios to evaluate student achievement. QUALIFICATIONS License/Certification: Illinois Professional Educator License valid for the middle grades with Spanish Bilingual approval or endorsement Education: Required - Bachelor's Degree in Elementary Education and/or Bilingual Education Experience - Required - Teaching or student teaching experience * Preferred - Teaching or student teaching experience in an elementary school and/or bilingual classroom(s). ESSENTIAL PERFORMANCE RESPONSIBILITIES: 1. Has command of the subject matter and effectively implements the Woodland District 50 curriculum including Response to Intervention (RtI) and Common Core Standards 2. Instructs and motivates English Language Learners (ELL) to develop competencies, knowledge and skills in comprehending, speaking, reading and writing the English language and Spanish (as required) 3. Uses a variety of instructional techniques and differentiates instruction to meet the individual needs and interests of the students 4. Adheres to the guidelines outlined in the Woodland School District 50 Staff Handbook 5. Contributes and models a positive school climate through the support of the district's Strategic Plan and Positive Behavior Intervention and Support (PBIS) program 6. Orders materials and supplies as per district procedures, with appropriate authorization and within budgetary constraints 7. Works cooperatively with other staff members 8. Collaborates with staff and paraprofessionals to meet the needs of students with special needs 9. Meets and instructs assigned classes in locations and at the times assigned 10. Establishes and maintains standards of pupil conduct in alignment with the Parent/Student Handbook and PBIS in order to provide for a safe, orderly, productive environment 11. Evaluates and maintains appropriate records including student attendance, student performance, knowledge, skills and grades 12. Posts grades regularly to district-approved student information system/grade book 13. Uses a variety of avenues to communicate regularly with parents and school personnel regarding students' levels and rates of progress 14. Actively supervises students while in the classroom, hallway, and special events as required 15. Attends and participates in team, department, faculty meetings, and professional development 16. Keeps up to date with developments in subject area, teaching resources and methods and makes relevant changes to instructional plans and activities to meet the needs of all students 17. Adheres to all school and district policies and procedures, including maintaining confidentiality 18. Develops lesson plans and supplementary materials compatible with the basic instructional needs of the ELL and dual language students 19. Provides learning experiences which develop the basic communication skill, utilizing a variety of language acquisition methods and strategies 20. Provides individualized and small group instruction as needed to implement the instructional bilingual/ESL/dual language program 21. Confers with the school principal, the Teaching and Learning Department and ELL Coordinator 22. Is responsible for administering the procedures for identifying and evaluating bilingual/ESL/dual language students 23. Conducts in-service workshops for staff and parents as seen appropriate to the success of the bilingual/ESL/dual language program 24. Keeps parents informed on a regular basis regarding student progress, program activities, and evaluations (i.e. student progress reports, newsletters, evaluation survey) 25. Develops pupil understanding and appreciation of both their native culture and the culture of the United States 26. Evaluates each pupil's progress in listening comprehension, speaking, reading, and writing the English language and Spanish (as required) 27. Selects and requisitions books, instructional aids, and instructional supplies; maintains required inventory records 28. Identifies pupil needs and cooperates with other professional staff members in helping pupils develop the acquisition of the English language and Spanish (as required) 29. Participates in curriculum and other Bilingual/ESL/dual language programs 30. Translates documentation vital for home/school communication when feasible 31. Maintains professional competence through in-service education activities provided by the district, and in self-selected professional growth activities, such as foreign language workshops 32. Performs other such duties and assumes other such responsibilities as may be assigned by the School Principal, Assistant Principal or Director of Teaching and Learning KNOWLEDGE, SKILLS AND ABILITIES: * Planning and Preparation - Must be able to demonstrate knowledge of content and pedagogy, students, and resources. Design coherent instruction and select appropriate instructional activities, and has the ability to assess students learning. * Classroom Environment - Creates an environment of respect and report, establishes a culture for learning, manages classroom procedures, manages students behavior, and has the ability to organize physical space. * Instruction - Communicates clearly and accurately, uses questioning and discussion techniques, engages students in learning, provides feedback to students, and demonstrates flexibility and responsiveness. * Professional Responsibility - Reflects on teaching, maintains accurate records, communicates professionally, contributes to the school and district, grows and develops professionally, and shows professionalism. Technical: Competent in digital environments; Chromebooks, databases, spreadsheets, publishing software, Microsoft Office, Google applications etc. Interpersonal: Ability to develop and maintain positive relationships with students, staff, parents, businesses and community. Strong organization, communication and interpersonal skills. Empathetic, humanistic and open-minded. Strong sense of teamwork. Strategic thinker. Must be able to work harmoniously with the community, students, parents, staff, and administration, etc. Must be able to communicate effectively with students, parents and staff in both English and Spanish. Must exhibit sound judgment in dealing with people. Must have strong organizational skills. DISTRICT CORE COMPETENCIES: * Support the establishment of mutual respect and equal human dignity across the entire school community. * Welcomes inclusion, equity and diversity. * Have an unwavering commitment to the success of all students. * Understanding that your identity may be different than students, parents, and staff, you are willing to put those differences aside for the success of all students. * Regardless of the identities of students, staff, or parents, works collaboratively to build a successful relationship with them. * Willingly anticipate, identify and adopt change. * Engage in all job-related interactions and activities, with contacts from within and outside the District, in a courteous and professional manner. * Communicate with styles that are approachable and respectful. * Participate in professional development and training to become more effective and efficient. * Take initiative to manage multiple tasks. * Effectively organize work to be as productive as possible. PHYSICAL DEMANDS: Manual Dexterity: Work requires definite skilled and accurate physical operations requiring some closely coordinated performance. Physical Effort: Work requires handling average weight materials or equipment, but not for sustained periods. Working Conditions: Some exposure to definitely disagreeable elements may exist. TERMS OF EMPLOYMENT: June 9, 2025 - July 3, 2025; Monday thru Friday; 8:30 p.m. - 3:00 p.m. SALARY RANGE: $48.48 per hour HOW TO APPLY: Internal applicants should apply online at ************** . External applicants should apply online at ************** and attach three letters of recommendations, resume and transcript(s) to the online application. All applicants must be willing to interview in person and demonstrate skills through a situational analysis. Applicants will be contacted within three weeks if invited for an interview. Minority candidates are encouraged to apply. Further information regarding this position may be obtained by contacting: CONTACT PERSON: Risa Levy-Gilbert Director of Educational Supports & Innovation ***************** ************** Vasiliki Vourvahis Frake Director of Educational Services ***************** ************** APPLICATION DEADLINE: April 7, 2025 Woodland School District 50 is an Equal Opportunity Employer with established policies prohibiting discrimination on the basis of race, color, creed, religion, national origin, sex, sexual orientation, age, ancestry, marital status, arrest record, military status, order of protection status, unfavorable military discharge, citizenship status provided the individual is authorized to work in the United States, use of lawful products while not at work, being a victim of domestic or sexual violence, genetic information, physical or mental handicap or disability, if otherwise able to perform the essential functions of the job with reasonable accommodation, pregnancy, childbirth, or related medical conditions, or other legally protected categories. The Associate Superintendent of Educational Services ************** addresses questions regarding student discrimination and serves as the District's Title IX Coordinator, and the Executive Director of Human Resources ************** answers questions concerning employment discrimination.

Response to Intervention Teacher Reports to: School Principal Employment Classification: 10 month Seton Catholic Schools is a collaborative network of K-8 parish schools in the Greater Milwaukee area. We are coming together to strengthen academics, faith formation, and life-long outcomes for all students. Over the next several years, Seton will include nearly 20 schools serving up to 7500 students and be a national model for urban Catholic school renewal. By joining our team, you can become a leader in this important transformation. The Seton Difference Building on the tradition of Catholic education, Seton is developing a renewed, collaborative environment for educators: • Join a community that shares your values. Immerse yourself in our diverse parish and neighborhood communities and grow in your own faith through regular school activities. • Collaborate with other educators. As part of a 14 school network, our leaders are connected to resources, ideas, and support systems from fellow leaders across the region. • Teach the whole child. As a Seton leader, you will play a unique role leading academic instruction and character formation for your students. In addition, all our schools offer specials subject areas: art, music and physical education. • Develop as a leader. Seton prioritizes and invests in unparalleled professional development, so you can improve your craft and grow at every stage of your career. • Discover your long-term career path in education. We are actively developing new opportunities for sustainable career growth and leadership development across our growing network. Position Description: The Response to Intervention (RtI) Teacher is responsible for providing targeted instructional interventions in reading and/or math. The RtI Teacher works collaboratively with classroom teachers, school administrators, and network staff to design and implement intervention plans that meet the diverse needs of students in a K-8 setting. Key Responsibilities: Assessment and Identification: Conduct screening assessments to identify students in need of additional academic support. Analyze data from assessments and classroom performance to determine students' specific needs. Monitor student progress through frequent formative assessments and adjust interventions as necessary. Instructional Interventions: In collaboration with the academic team, develop and implement individualized intervention plans based on students' specific needs. Provide direct instruction to small groups or individual students in areas such as reading, mathematics, and other core subjects. Utilize evidence-based instructional strategies and interventions. Collaborate with classroom teachers to integrate interventions into the regular classroom setting when possible. Collaboration and Communication: Work closely with classroom teachers, network staff, and school administrators to support student learning. Communicate regularly with parents and guardians about their child's progress and strategies to support learning at home. Documentation and Reporting: Maintain accurate and detailed records of student progress, intervention plans, and assessment data. Professional Development: Stay current with best practices and research in the field of RtI and instructional interventions. Participate in and lead professional development opportunities related to RtI, differentiated instruction for teachers. Education: Bachelor's degree in Education or a related field required. Master's degree in Education, Special Education, Reading, or a related field preferred. Experience: Minimum of 2 years of classroom teaching experience. Experience with RtI processes and implementing academic interventions preferred. Skills: Ability to collaborate effectively with a diverse team of educators and support staff. Strong communication and interpersonal skills.

The Milwaukee Rescue Mission Cross Trainers Academy (CTA) is a K4-12th grade Christian Academy in the heart of Milwaukee, serving students and families who are searching for a strong academic learning experience in a gospel-centered environment. As a Choice School, CTA is committed to offering a comprehensive, student-centered educational experience that serves the whole student. Our express purpose is to provide at-risk children with the opportunity for an excellent, Christian-based education that will equip them with academic, social, emotional, and spiritual tools for life. Cross Trainers Academy is seeking a 5th Grade Elementary Teacher. A Cross Trainers Academy teacher is first and foremost a follower of Jesus Christ and believes in every student's potential to learn. This role is responsible for developing pathways of learning for all students through the use of differentiated materials, team collaboration and parent involvement, as well as teaching students to love learning and how to overcome the challenges and obstacles they face that keep them from reaching their goals. This person is innovative, teachable and knowledgeable about what motivates a student to grow academically, socially, and spiritually. WORK SCHEDULE: Monday 7:00am-4:00pm, Tuesday-Friday 7:00am-3:00pm LOCATION: North Campus, 1530 W Center Street, Milwaukee, WI. 53206 RESPONSIBILITIES: Instruct 5th grade students in a variety of subjects Align curriculum with CTA identified academic and WI DPI learning standards Develop thorough, engaging lesson plans that meet grade level objectives and catches student's attention and keeps them engaged and excited about learning Create a learning environment that is safe and nurturing Embody and demonstrate a Christ-like character, consistently enforcing school-wide core values with an emphasis on academic development, ensuring that students exhibit the same values Monitor student interactions and nurture cooperation and sharing, assisting students to resolve conflict with others Communicate and collaborate with parents and other staff members to ensure each scholar is making academic and social progress Meet deadlines for all tasks assigned including, but not limited to, lesson plan submission, data reporting, and expectations for inputting attendance, grades, and behavior records in student information system Attend and participate in scheduled devotional, in-service, committees, faculty, and parent meetings Maintain a neat, organized and engaging classroom environment Fill in when needed for additional roles such as lunch, recess or dismissal monitors All other duties as assigned QUALIFICATIONS: Bachelor's degree required Teacher certification preferred, but not initially required (we are a Milwaukee Choice school - candidates have 3 years to complete this) A mature Christian with a servant's heart who is able to relate well with others in a culturally-diverse population and willing to serve in an urban environment of significant need Strong instructional and classroom management skills Proven skills in leadership, group facilitation, communication, and data collection Patient, friendly, approachable, creative, engaging and inspiring Ability to work effectively with diverse students and families Competent in the following platforms: Word, Excel, Outlook, Gmail, Google Drive, Google Calendar, PowerSchool A workplace demeanor consistent with a Christian school environment: civil, respectful, polite, and responsive Be in agreement with and subscribe to the Milwaukee Rescue Mission Statement of Faith and the Statement of Biblical Convictions Be a committed follower of the Lord Jesus Christ, which is evident in personal testimony and Christian conduct Pass a pre-employment background check and drug test. PREFERRED: Experience in an urban teaching environment Track record of closing the achievement gap, making gains greater than 1AYP EXCELLENT BENEFIT PACKAGE: $47,200-$77,000 based on experience/credentials Excellent Medical, Dental, and Vision Insurance Health Savings Accounts with employer match Life and Short/Long Term Disability Insurance 401K with generous employer contribution Paid holidays and generous PTO Health Club reimbursement Education assistance Free onsite parking Free meal available during shift The Milwaukee Rescue Mission is a 501 (c)3, charitable, non-profit church, Christian organization. Milwaukee Rescue Mission has an organizational religious exemption from the prohibitions contained in Title VII of the Civil Rights Act of 1964, as amended, concerning religious discrimination in employment. We further reserve the right to discriminate or designate certain positions when a bona fide occupational qualification exists. Subject to the Constitution of the United States and all applicable state and federal laws, Milwaukee Rescue Mission does not discriminate in the administration and dissemination of its programs and services.

Come work with us! Ideal candidates live in the Anchorage Alaska area, however we're looking for great people in all areas of Alaska! Candidates should be available to work events during Thursdays - Saturdays between 4pm - 12am. Events are typically 2-4 hours in length. The hourly rate is $30/hr. There is additional opportunities available for anyone able and willing to be our eyes and ears in the market. Candidates must be 21 yrs and older. POSITION OVERVIEW: MKTG Brand Educators are brand enthusiasts that educate consumers on high profile brands during on, off, and experiential special events. They must be able to deliver a safe and unique experiences, 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 brand they represent and humanizes the brand as a result. They build consumer trust by providing product knowledge and education. Brand Educators 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 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: Follow All Covid-19 related Safety Standards 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 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

Full-time Description Title: Teacher Supervisor: Building Principal Department: School Academy Classification: Exempt Founded in 2000, the Milwaukee Academy of Science is a K4-12th grade independent charter school serving nearly one thousand scholars in downtown Milwaukee. The mission of MAS is to graduate students prepared to compete successfully at the post-secondary level. African American students comprise 99% of the student body and over 95% of students qualify for free or reduced meals. Regardless of student background and external factors, MAS maintains the expectation that students should be on grade level and proficient on state assessments. Teachers are expected to plan and prepare rigorous lessons as well as communicate and collaborate with staff and parents. I. Accountability Objectives: The classroom teacher is responsible for preparing all students for post-secondary success by implementing the district curriculum using culturally responsive instructional strategies, monitoring student progress, analyzing student data and collaboratively planning for providing student interventions. II. Position Characteristics: Length of Contract: First-Year Teachers- 198 days; Returning Teachers- 195 days III. Position Relationships: Reports to: Building Principal Coordinates with: Building principal, classroom and resource teachers, student service personnel, district coordinators, program support teachers, classified staff, building improvement teams, parents and families IV. Position Qualifications: Required Qualifications: Wisconsin Teaching Certification V. Position Responsibilities: Understand the educational philosophy of the school Plan and deliver curriculum using culturally responsive instructional strategies Differentiate instruction Use formative and summative assessments to inform instruction and monitor student progress Communicate student progress with students, families, district staff members, and building administration. Collaboratively plan with families, building/district staff, and administration for student improvement. Be aware of and/or participate on School teams for curriculum development, data analysis, staff development planning, selection of materials, and other committees. Plan for professional growth through staff development, coursework, and/or other opportunities. Perform other duties as assigned by the principal and other administrators

This position will provide professional educational services in Adult Basic Education (ABE) to Persons in our Care (PIOC) in order to meet their assessed individual academic needs. This includes facilitating and managing a classroom, providing instruction, and developing/maintaining a competency-based curriculum. This position will perform assessments and report on student progress. It will also monitor and manage student behavior, attend meetings, and work with other program areas as an inter-disciplinary team member. Salary Information This position is in pay schedule and range 13-04 with pay starting from $29.00/hour - $34.03/hour. Pay will be set in accordance with the Compensation Plan and Wisconsin Administrative Code in effect at the time of hire. A probationary period is required. This position may receive supplemental (add-on) pay adjustments for additional credits relevant to the position that are over and above the credits needed for certification. This add-on ranges from $0.97/hour to $2.97/hour of additional pay, based on relevant credits and professional development actions, as allowed in Section A (4.12) of the Compensation Plan. In addition to meaningful and rewarding work, we offer a competitive benefits package featuring: * Substantial leave time including at least 3.5 weeks of vacation to start, 9 paid holidays, and ample accrued sick time that rolls over each year. * Insurance: Excellent and affordable health, dental, vision, and life insurance. * An exceptional pension plan including a lifetime retirement payment. * An optional tax-advantaged 457 retirement savings plan. * The Well Wisconsin Program helps participants set health and well-being goals, track progress, stay motivated, and earn incentives. * Our Employee Assistance Program offers employees and their immediate family a variety of tools, resources, and professional consultation services to support their health, goals, and overall well-being. * DOC is a qualifying employer for the Public Service Loan Forgiveness program. * Please click here for a summary of State of Wisconsin employment benefits or click here to explore employment benefits on the website. To help you understand what your benefit package would be worth, please see the Total Rewards Calculator here. Job Details This position is not eligible for remote work and will work on site. This is a year-round teaching position and is not seasonal. This Job Opening recruits for multiple vacancies, so schedules may vary significantly based on the particular vacancy. Specifics can be discussed at time of interview. The most common schedule is Monday - Friday 7:45 AM - 4:30 PM. This position is FLSA Exempt. This position is not anticipated to travel on a regular basis, but most DOC positions occasionally travel for training, meetings, conferences, or similar events. Applicants must be legally authorized to work in the United States (i.e. a citizen or national of the U.S., a lawful permanent resident, or an alien authorized to work in the U.S. without DOC sponsorship) at the time of application. The Department of Corrections may conduct pre-employment drug screens. Any applicant who is offered employment in a position which requires a pre-employment drug screen must pass the screen as a contingency of employment. The Department of Corrections will conduct criminal background checks on applicants prior to selection. Upon hire, all new DOC employees are subject to fingerprinting. For more in-depth information on employment with the State of Wisconsin, please see the State Employee Handbook. Qualifications Applicants must meet the Adult Basic Education (ABE) credentials determined by the Wisconsin Technical College System (WTCS). Applicants must meet at least one of the four criteria listed below in order to be eligible to move forward in the selection process: 1) Bachelor's Degree (or higher) in Elementary Education or Special Education. 2) Bachelor's Degree (or higher) in Secondary Education in the area of English, Math, Reading, Science, or Social Studies 3) Bachelor's Degree (or higher) with a major or minor in English, Math, Reading, Science, or Social Studies 4) Bachelor's Degree (or higher) with 15 combined semester credits in English, Math, Reading, Science, or Social Studies. In general, Health, Art, Music, or Physical Education coursework does not count as Math, Reading, English, Science, or Social Studies. You must UPLOAD your Bachelor's Degree transcripts with your application or you may UPLOAD a copy of an active Teaching License issued by the State of Wisconsin Department of Public Instruction (not just entering the number). How To Apply This application requires submission of a resume and your Bachelor's Degree college transcripts. They do not need to be certified transcripts for application; unofficial but complete transcripts are acceptable. One of document types available when uploading documents will be "Transcripts", which is what you should use. If you have an advanced degree that you are using as the basis for your qualification, you should also upload those transcripts, but you still need to upload your Bachelor's Degree transcripts. You can use "Other" if you cannot upload your documents as one file. If you do not have your bachelor's degree transcripts available at the moment, you can substitute a copy of an active Teacher's License from the Wisconsin DPI for the application process. The license is not required for the position, but is a means of applying before obtaining your transcripts. You will still need to supply your transcripts at time of interview as they are required for the hiring process. One of document types available when uploading documents will be "License/Certification", which is what you should use. If you encounter difficulties please seek support before submitting your application. Applications without transcripts (or an uploaded DPI license) will not be eligible to advance to the next step of the selection process. Your resume should detail your training and experience specifically related to the qualifications section listed in the job posting, especially if there is anything that needs to be elaborated on regarding your transcripts. Transcripts and resumes will be evaluated by a job expert and candidates that meet the qualifications will be invited to participate in the next step of the selection process. To apply: Click on "Apply for Job" to start the application process. Follow the steps outlined in the application process to submit your application. Submitted materials will be evaluated by a job expert and qualified applicants will be invited to participate in the next step of the selection process. Permanent classified employees who are eligible for consideration as a transfer or voluntary demotion must complete the application process in order to be considered. The State of Wisconsin is an Equal Opportunity and Affirmative Action employer seeking a diverse and talented workforce. We provide reasonable accommodations to applicants and employees with disabilities. The State of Wisconsin offers a special program for qualified veterans with a 30% or greater service-connected disability. Qualified veterans with a 30% or greater service-connected disability should send their cover letter, resume, DD-214, and documentation of their service-connected disability rating (dated within 12-months) to the HR Specialist below. Current State employees are not eligible for non-competitive appointment. Questions can be directed to Athena Foster, HR Specialist - Senior, at ***************************. Deadline to Apply Applications will be accepted on an ongoing basis until the needs of the department are met. This posting will be up until: Wednesday September 3rd, 2025. At that time, we anticipate creating a new job opening to continue recruiting for this classification, and individuals will need to reapply to be considered. Applications are processed every week, usually on Thursdays. After your application is processed, you will receive an eligibility designation. The register created from this announcement will be used to fill vacancies, statewide, as they occur while this Job Opening is posted and for a while after it closes. For general wisc.jobs user information and technical assistance, please see the wisc.jobs Commonly Asked Questions page. 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Bilingual Teaching/Bilingual Resource Teacher (Spanish) Date Available: 02/24/2025 JOB SUMMARY: This position facilitates learning, academic achievement and personal development through the use of bilingual best practice. This position also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population. EDUCATION AND EXPERIENCE: Possession of a Bachelor's degree from an accredited university or college. Must be fluent in both Spanish and English. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS: Valid Illinois Professional Educator License registered in Lake County with the following: Bilingual Education Endorsement-Spanish, relevant for grades K-5 OR Valid ELS(TBE) registered in Lake County KNOWLEDGE, SKILLS AND ABILITIES Considerable knowledge of the language of instruction, subject matter, methods of inquiry, and structure of the discipline(s) and creates learning experiences that make the content meaningful to all students while building on the students' linguistic and cultural diversity; Knowledge of communication theory, language development and the role of language learning as it pertains to first and second language acquisition; Knowledge of the main concepts, assumptions, debates, principles, and theories central to the teaching of students for whom English is a new language; Knowledge of the process involved in second language acquisition and in learning content through a second language (ESL and bilingual teachers) and in learning content through a non-English language (bilingual teacher); Knowledge of the relationship between proficiency in English and the non-English language to life and career applications; Knowledge of the social, intellectual, and political implications of language use; Knowledge of the structure of the English language (ESL and bilingual teachers) and the structure of the non-English language (bilingual teachers); Ability to understand cultural and linguistic factors that influence motivation and engagement in the learning process to help students become self-motivated; Ability to understand education as a profession, maintain standards of professional conduct, and provide leadership to improve the learning and well-being of students for whom English is a new language; Ability to understand how individual experiences, talents, prior knowledge, language, culture, and family and community values influence students' learning; Ability to understand how to develop short- and long-range plans consistent with curriculum goals, learners' diversity (including linguistic and cultural aspects), and learning theory; Ability to understand how to facilitate learning through the use of a wide variety of materials as well as human and technological resources for ENL students; Ability to understand how to integrate technology into classroom instruction and student assessment; Ability to understand how to review and evaluate instructional materials; Ability to understand how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction in English (ESL and bilingual teacher) and the non-English language (bilingual teacher); Ability to understand how to use the student's native language to advance learning (bilingual teacher); Ability to understand school and district policies and procedures for serving ENL students; Ability to understand that how philosophy, culture, and experiences affect the instruction of culturally and linguistically diverse learners; Ability to understand that language acquisition is a constructive process and that language learning is an interactive process; Ability to understand that literacy is a developmental process and a necessary aspect of first and second language learning. Ability to understand that students construct knowledge, acquire skills, and develop habits of mind through the use of their native language and through a second language; Ability to understand the cognitive processes associated with various kinds of learning and how these processes can be encouraged in students for whom English is a new language; Ability to understand the disciplinary and interdisciplinary approaches to learning as applied to individual instruction and how they relate to life and career experiences for ENL students; Ability to understand the goals of diverse programs and services, how they are organized, and how they operate within the local school context for ENL students; Ability to understand the Illinois Learning Standards, curriculum development, subject-area content, learning theory, language acquisition, and student development and know how to incorporate this knowledge in planning and instruction; Ability to understand the Illinois mandate for assessing and providing services to ENL learners; Ability to understand various disabilities as they may affect the learning of students from culturally diverse backgrounds; Ability to understand when and how to adjust plans based on students' responses and other contingencies, such as prior content-area knowledge and level of English proficiency; Ability to work with individuals from diverse backgrounds. Bilingual- Bi-literate/ fluent in Spanish/ English ESSENTIAL FUNCTIONS The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Advocates for equal access to extracurricular and enrichment activities for ENL learners and participates in and leads student organizations; Analyzes the classroom environment to enhance social relationships, students' motivation, mutual respect, cooperation, and support for students from linguistically and culturally diverse backgrounds; Appropriately uses assessment results to diagnose learning difficulties and design teaching strategies to meet the learning needs of students for whom English is a new language; Considers the students' native language, prior knowledge, and educational background in the design, planning, and delivery of instruction for ENL learners; Contributes knowledge and expertise about teaching ENL learners to the profession and actively influences norms in the school, encouraging collaboration and professionalism within a multicultural context; Creates and modifies the learning environment to enable linguistically diverse students to use effective written, verbal, nonverbal, and visual communication in English (ESL and bilingual teacher) and the non-English language (bilingual teacher); Creates forums and two-way communication vehicles to foster home and school links that build effective learning climates for ENL students and their families; Creates the opportunity for meaningful communication that allows students to interact with subject matter while building proficiency in English (ESL and bilingual teachers) and the non-English language (bilingual teachers); Develops curriculum that demonstrates an interconnection among subject areas, English proficiency, and students' bilingualism that reflects life and career possibilities; Engages families of ENL learners in ways that enable and empower them to advocate on their own behalf; Engages students in generating and testing knowledge using a variety of methods that are appropriate for students for whom English is a new language; Establishes high expectations for students' learning in content areas, in English (ESL and bilingual teacher) and in the non-English language (bilingual teacher); Evaluates teaching resources and curriculum materials for their comprehensibility, inclusivity, accuracy, and appropriateness for students for whom English is a new language; Facilitates learning experiences that make connections to English, students' proficiency in two or more languages, other content areas, and life and career experiences; Facilitates students' transfer of knowledge and strategies from one language to another; Implements instructional experiences that facilitate students' adaptation to U.S. society while validating and maintaining the students' own cultures; Interacts with other professionals, explores new resources, studies the professional literature, participates in advanced educational programs, and contributes to the advancement of the profession of teaching ENL learners; Meets with local education agencies, professional organizations, and/or community organizations to advocate for ENL learners; Models accurate, effective communication when conveying ideas and information and when asking questions and responding to students in the language of instruction; Models culturally sensitive behavior when practicing effective listening, conflict resolution, and group-facilitation skills; Provides leadership to administrators and instructional staff on ways to meet the needs of ENL learners for academic success and comfort in their new educational and social setting; Provides meaningful classroom experiences that are developmentally appropriate for ENL students who have exceptional needs; Provides opportunities for students to reflect and build upon their prior knowledge to gain in-depth academic knowledge, concepts, skills, cultural competence and language proficiency in English and the non-English language; Reviews existing structures and policies; challenges ideas, requirements, and curricular assumptions that may inhibit effectiveness, equity, school quality, and learning; and initiates and develops curricular and staff development projects and programs that enhance learning for ENL students; Seeks opportunities and develops relationships with parents, guardians, and extended family to acquire an understanding of the students' lives and culture; Seeks to ensure that proper identification, assessment, placement, referral, and reclassification procedures are followed and that ENL students receive appropriate and equitable services and meaningful instruction; Uses a variety of communicative tools to make language comprehensible and to lower anxiety when eliciting student expression; Uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of the individual student and the class as a whole; Uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving and performance skills in the learning of both content and languages; Uses a variety of means to communicate educational goals, standards, and implications of instructional activities and student assessment results to parents, students, colleagues, collaborative partners, and the educational community at large; Uses effective questioning techniques and stimulates discussion using the language of instruction for specific instructional purposes; Uses multiple cultural perspectives and individual students' experiences to inform and enrich instruction; Uses strategies to create a smoothly functioning learning community in which culturally and linguistically diverse students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities; Uses strategies to mediate cross-cultural conflicts and teach collaborative skills to students; Uses teaching resources and materials that are inclusive and non-biased and that have been evaluated for accuracy and usefulness; Performs related duties as required. Application Procedure: Apply online at *****************************************************

TEACHER STARTING SALARY IS $48,700. Additional Referendum money is available for the next four years starting at $5400 for the 24-25 school year; teachers hired during the school year will receive a prorated supplement amount based on the date of hire. Job Summary Guides the learning process toward the achievement of curriculum goals and in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Strives to implement, by instruction and action, the District's philosophy of education and instructional goals and objectives. Essential Functions 1. Meets and instructs assigned classes in the locations and at times designated. 2. Plans a program of study that, as much as possible, meets with the individual needs, interests, and abilities of the students. Prepares for assigned classes, and shows written evidence of preparation upon request of immediate superior. 3. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. 4. Supervises students in order to protect the students from conditions harmful to learning and/or to the student's mental and/or physical health and/or safety. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. 5. Assesses the accomplishments of students on a regular basis and provides progress reports as required. Maintains accurate, complete, and correct records as required by law, District policy, and administrative regulation. 6. Diagnoses the learning disabilities of students on a regular basis, seeking the assistance of District specialists as required. 7. Assists the administration in implementing all policies and/or rules governing student life and conduct and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. Encourages students to set and maintain standards of classroom behavior. 8. Makes provision for being available to students and parents for education related purposes outside the instructional day when required or requested to do so under reasonable terms. 9. Plans and supervises purposeful assignments for teacher aide(s) and/or volunteer(s) and, cooperatively with department heads, evaluates their job performance. 10. Attends staff meetings and serves on staff committees as required. 11. Performs other duties as assigned. Minimum Qualifications Education: Bachelor's degree from an accredited college or university. Experience: None. Certifications & Licenses: Must be eligible for Florida Department of Education Certification in appropriate subject area. Knowledge, Skills & Abilities Knowledge of subject content Strong oral, written, and interpersonal communication skills Strong time management skills Strong organizational skills Strong word processing, spreadsheet, database, and presentation software skills Ability to plan and implement a program of study that meets the individual needs, interests, and abilities of students Ability to devote additional hours beyond the workday for grading papers, preparation of lesson plans, etc. Ability to manage students Ability to manage multiple tasks Press tab to move to the browser's controls

My organization, Amergis Staffing, is searching for SPECIAL EDUCATION TEACHERS to join our team ofincredible professionals working in school systems within Glendale WI !! Here are the detailsfor a great opportunity: -Length: Remainingschool year -Hours: 40 hour workweek -Detail: 3/31 start -MIDDLE SCHOOL -Pay: $45/hour If interested, pleasefeel free to reply with your confirmed interest and I will reach out to discussthe position further, address any questions or concerns, and we can take thenext steps. If not, that is okay too! I do staff nationwide and would be happyto review other options that will fit you better! I look forward to hearingfrom you! Amergis offers the following benefits: + Medical, Dental, Vision, and Life Insurance + 401k Program + Competitive (weekly) Pay + Flexible Scheduling + Direct Deposit + Travel Benefits (as applicable) + 24 hour on-call service Amergis is a leading provider of home healthcare,medical-related staffing, travel nursing, and population health and wellnessservices across the United States. As an established community partner, we havebeen making a difference in the lives of our employees, caregivers, andpatients for more than 25 years. Our commitment to customer service, improving patient care,and staffing experienced healthcare professionals has paved the way for manyrewarding career opportunities in the healthcare industry. Benefits At Amergis, we firmly believe that our employees are the heartbeat of our organization and we are happy to offer the following benefits: + Competitive pay & weekly paychecks + Health, dental, vision, and life insurance + 401(k) savings plan + Awards and recognition programs *Benefit eligibility is dependent on employment status. About Amergis Amergis, formerly known as Maxim Healthcare Staffing, has served our clients and communities by connecting people to the work that matters since 1988. We provide meaningful opportunities to our extensive network of healthcare and school-based professionals, ready to work in any hospital, government facility, or school. Through partnership and innovation, Amergis creates unmatched staffing experiences to deliver the best workforce solutions. Amergis is an equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to sex, gender identity, sexual orientation, race, color, religion, national origin, disability, protected Veteran status, age, or any other characteristic protected by law.

Summer Outdoor Explorers Lead Teacher at Tiny Green Trees! Are you ready for a summer adventure? Tiny Green Trees is looking for an enthusiastic, creative, and passionate Teacher to guide our outdoor explorations with school-age children (ages 5-9) from June through August. This summer, we want you to help our kids grow, discover, and thrive in our nature-based learning. Tiny Green Trees Nature-Based Childcare Center and Forest School is a place where children engage with the natural world, building connections through hands-on experiences that foster creativity, independence, and a love of learning. Our approach blends early childhood education with the beauty of nature, offering children the opportunity to learn through exploration, outdoor play, and environmental stewardship. By nurturing the whole child-emotionally, physically, and intellectually-we create an environment where children feel valued and empowered. Join us in providing a meaningful summer experience where the outdoors is the classroom and every day is an opportunity for discovery! What We Offer: Contract Position: 12 weeks, starting June 3 to August 22, 2025 Hours: Monday through Friday, 40 hours per week (prep time included in the 40 hours) Pay: $17.00-$20.00 per hour (approximately $10k for the summer) Pay based on qualifications and experience. A Fun, Collaborative Team: Work with an incredible group of passionate educators and children in nature, with nature and for nature! A Chance to Make a Difference: Be the leader in inspiring young minds through nature-based activities and inspiring them to have a lifelong love and appreciation for being outdoors. Your Role as Lead Teacher: Safety First: Supervise a mixed group, 16-18 children (ages 5-9) during outdoor adventures, maintaining accurate attendance on and off-site. Teacher to student ratio is 1:9. Guide with Love: Build positive relationships with children and staff, modeling appropriate behavior and communication. Plan with Purpose: Create, implement, and reflect on weekly nature-based lesson plans that encourage growth and development and most importantly FUN. Own the Space: Manage the outdoor learning environment with an eye for creativity and efficiency, collaborating with assistant teachers and ensuring you have what you need each day to make it a great day outdoors! Nature Lover: Spend most of your day outside in all kinds of weather, leading children in hands-on, nature-inspired learning and playing. Community Spirit: Communicate daily with children, parents, and staff, fostering a supportive and enriching environment for everyone. Meal Time Fun: Assist with meals and snacks with the kids as part of a well-rounded, nourishing day. Gardening: Help with onsite gardening and using the growing season for learning and play. Other Fun Responsibilities: Take part in staff meetings and seasonal gatherings, and help write our monthly newsletter. Keep the space tidy with cleaning and organizing duties, and help us maintain our garden and grounds. Requirements: Complete state-mandated training before June 3, 2024. Clear background and reference checks. Punctuality is key! Arrive early to settle into your space before the day begins. Commitment to our philosophy of nature-based, child-centered education.

Now Accepting Applications for Summer 2025 The Institute of Reading Development is now hiring summer teachers to lead our summer reading enrichment programs, designed to foster a love of reading while building critical reading skills in students of all ages. Our approach combines evidence-based practices with engaging activities that make reading fun and meaningful for students. This framework simplifies your role as a teacher, so you can focus on what matters most helping students thrive. This is a great opportunity to do challenging and meaningful work in a supportive environment. Teaching experience is valuable but not necessary, and we do not require teaching certification. We provide comprehensive lesson plans and training so that you will be fully prepared before your first class. You ll receive ongoing support from a dedicated supervisor. We welcome your application, whether you are an upcoming or recent college grad, a graduate student, a current teacher, or looking to make a career switch into education. Our Teachers: Work with students in both online and in-person classrooms. Earn up to $700 per week. Receive comprehensive paid training and ongoing support. Gain up to 200 hours of experience teaching their own classes to students from 4-year-olds to adults. Teaching Schedule Details and Commitment: 10 weeks of teaching. Full-time and part-time positions available. All schedules include teaching on both weekend days. Entry-level position, with opportunities for continued employment with the Institute after the summer. Training: We have two training programs: A 3 week full-time program, Monday-Friday in the weeks immediately preceding teaching. A part-time independent study program designed for current full-time teachers. Successful Institute Teachers: Have strong reading skills and read fiction for pleasure. Are responsible and hard-working, with strong communication and organizational skills. Are comfortable and confident with technology. Have a bachelor's degree or higher. Are active, patient, and supportive with students and parents. We look forward to reading your application soon. To learn more about us and to apply, visit ****************************************************** #LQTeachers

Elementary School Classroom Teacher Definition: Under general supervision of the principal and/or designated administrator, plans and implements an instructional program and provides related educational services for students in grades K-5. Manages student behavior, assesses, and evaluates student achievement and modifies instructional activities as required. Carries out a variety of student monitoring and control activities; performs related duties as required or assigned. Distinguishing Characteristics: Positions covered by this specification serve as general education elementary classroom teachers K-5th grade who perform duties within a team or departmental setting or work independently in a unique teaching specialty. Classification: Certified/Exempt Typical Tasks: * Assess student abilities as related to desired educational goals, objectives, and outcomes. Assesses the accomplishments of students on a regular basis and provides progress reports as required. * Plans appropriate instructional/learning strategies and activities, including determination of appropriate principles of learning, classroom organizational structures, and level of materials. * The teacher implements an instructional program which provides appropriate learning experiences for each student. * The teacher manages the behavior of learners in an instructional setting to ensure the environment is conducive to the learning process and the teacher assists and participates in management of student behavior in other parts of the school and grounds. * Coordinates instructional activities and collaborates with other professional staff both school and non school based as required to maximize learning opportunities. * The teacher utilizes a variety of instructional materials and available multimedia and computer technology to enhance learning. * Requests assistance of and works with resource personnel as needed. * The teacher works in a self contained, team, departmental, itinerant capacity, or at field work site as assigned. * The teacher participates in in-service and staff development activities and staff meetings as required or assigned. * Continually assesses student achievement and maintains appropriate assessment and evaluation documentation for institutional and individual reporting. * The teacher ensures continuous communication with parents, both written and oral, to keep them informed of students(s) progress. * Provides age appropriate communication with students on instructional expectations and keeps them informed of their progress in meeting those expectations. * The teacher manages allotted learning time to maximize student achievement. * Supervises and assigns work to instructional assistants and parent student volunteers if applicable. * Ensures classroom and/or instructional environment is attractive, healthful, safe, and conducive to learning and that materials are in good condition and assessable to students. * The teacher serves at two or more schools on a regular basis if itinerant. * The teacher supports or participates in school-wide student activities and social events and approved fund-raising activities. * Monitors behavior in non-instructional areas as assigned or required and intervenes to control and modify disruptive behavior, reporting to administrators as appropriate. * The teacher collaborates with other professionals (guidance counselors, librarians, etc.) to carry out school-wide instructional or related activities. Supervisory Responsibilities: The teacher supervises students, teacher assistants, and volunteers in the classroom. Education and/or Experience: Minimally requires the teacher to possess a Bachelor of Arts degree with an education minor/major. Certificates, Licenses, Registrations: Valid Illinois Professional Educator License (PEL) with Elementary Education Self-Contained Endorsement (SCGE). Language Skills: Must have the ability to read, analyze, and interpret general professional periodicals, journals, technical procedures, or government regulations. Must be able to write reports and procedure manuals and to effectively present information and respond to questions from groups. Reasoning Skills: Must have the ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. The successful candidate must possess the ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Other Skills and Abilities: All teachers must exhibit the ability to apply knowledge of current research and theory to instructional programming. All teachers must possess the ability to plan and implement lessons based on State and District Learning Standards. All teachers must possess the skills to meet the needs and abilities of students to whom they are assigned. All teachers must possess the ability to establish and maintain effective relationships with students, peers, and parents. Excellent skills in oral and written communications are required for all teachers. The ability to perform duties with awareness of all district/state requirements and Board of Education policies are essential skills and requirements for all teachers Physical Demands: The physical demands here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the job. While performing the duties of the job, the employee is frequently required to stand and talk or hear and sometimes sit and walk. While performing the duties of this job, the employee may occasionally push or lift up to 50 pounds such as boxes of books and AV/VCR carts. The employee is directly responsible for safety, well-being, or work output of students. Specific vision abilities required by this 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. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. The noise level in the work environment is moderate to loud. Duties are performed indoors and outdoors. Disclaimer: This job description is intended to describe the general nature and level of the work being performed by employees assigned to this position and is not an exhaustive list of all duties and responsibilities. The district reserves the right to amend and change responsibilities to meet business and organizational needs as necessary. School District ************ Position Website https://************/page/employment-opportunities City Website ******************************* ILearn Link ILearn Report Card Link Illinois Report Card Job Posting Date 2/10/2025 Application Deadline 8/1/2025 Start Date 8/11/2025

School Information: Located in Milwaukee, WI, Milwaukee Scholars Charter School opened in 2011 and serves students K4-8. At Milwaukee Scholars, you can connect passion with purpose. To learn more about Milwaukee Scholars Charter School click here. Why Choose Milwaukee Scholars Charter School: Starting pay above recently adjusted market scales. Competitive benefits package at affordable rates. Implementation of a best-in-class curriculum with advanced instructional tools and resources. Personalized development and coaching opportunities. High-level support provided for all staff members. Emphasis on maintaining a safe and conducive learning environment. Recognition as one of Milwaukee's Best & Brightest Companies to Work For. Duties and Responsibilities: Create a classroom environment that is engaging and conducive to learning. Leverage a curriculum proven to drive the academic success of students. A set of curricular resources are there for you to take and implement in your classroom based on the needs of students. Analyze and use student data to inform your teaching. Participate collaboratively and professionally with fellow teachers and support staff to meet the goals and individual needs of each student. Qualifications: Hold a valid teacher license or meet alternative requirements. NHA will support you through your alternative certification journey. National Heritage Academies is an equal-opportunity employer.

Assistant Teacher - Part Time/Part Year - Full Time/Part Year (25 - 37.5 hours per week) at one of our Walworth Co. sites. This is an hourly position at $17.60-18.95 an hour. The Assistant Teacher will work closely with the Lead Teacher in implementing the curriculum and being in contact with families about daily activities. The ability to write and speak effectively in English and Spanish is preferred. CURRICULUM and ASSESSMENT • Work collaboratively with agency staff assigned to the classroom to prepare and conduct daily, individualized programming, for children and families according to lesson plans based on developmentally appropriate and best practices. • Support Lead Teacher with the integration of a variety of activities including but not limited to, music, movement and outdoor/active play, health, dental, nutrition and safety into the classroom day. Incorporate learning opportunities that foster the development of skills, behavior, language and literacy, cognition, and motor skills through implementation of program approved research based curriculum approaches. • Take the lead as necessary in Lead Teacher's absence to ensure continuity for children working cooperatively and guiding assigned substitute teacher. • Support the development and, execution of lesson plans according to agency and supervisor expectations. • Use the Positive Guidance policy and personal safety guidance with children including any program approved curriculum. Provide behavior management for individual children, including participating in consultation with the Mental Health Consultant. • Follow all conduct and safety policies and procedures to ensure children's safety at all times including ensuring children are within sight and sound of RWCFS staff at all times. • Support Lead Teacher in individualizing services to children in support of scaffolding, Individual Service Plans and IEP or IFSP. Participate in the IEP, IFSP process if/when assigned FAMILY PARTNERSHIP BUILDING • Advise mothers, fathers and guardians of classroom and Head Start activities, events, meetings and program initiatives, such as Family Literacy, Parent Center Meetings, Family Nights, Fatherhood Friday (or other fatherhood focused activities) and other appropriate workshops, trainings or other opportunities for family engagement. • Assist and participate in planning, set up, conducting and clean-up of Family Nights. • Support Lead Teacher in preparing for and provision of required home visits and conferences. These home visits will be used to provide orientation to the program, solicit parental input for their child's curriculum, and support effective transitions to the next appropriate educational setting, to share child's progress and to maintain a close partnership with parents. TRANSPORTATION • Provide bus monitor services as determined by classroom need, including but not limited to: providing supervision of children during the bus ride, child boarding and exiting, securing children in appropriate safety restraint systems, oversight of child pick up and release, responding to emergencies, assist with conducting/participating in monthly bus evacuation drills. COMMUNICATION • Maintain documentation of parent contact regarding child behavior and adjustment to school, home visits, health and nutritional needs, educational curriculum, goals and progress, family emergency contact information changes, and all other information pertinent to the child's health, safety, well-being and educational progress. • Maintain communication with the Family Resource Worker regarding parent concerns, parent living conditions or requests for assistance. • Maintains established work schedule and is punctual, accountable; and willing to adapt schedule to meet unexpected needs and changes of the agency. • Follow and comply with all safety and work rules and regulations. • Maintain open and positive communication and create a supportive/encouraging atmosphere for children, families and co-workers. ADDITIONAL RESPONSIBILITIES • Assist with daily upkeep and cleanliness of designated classroom and facility as assigned. • Assist with maintenance of inventory, supplies and equipment. • Follow all DCF 251 Child Care Licensing Regulations for Group Childcare, WI Department of Transportation regulations and all bus monitor safety procedures and practices, Child and Adult Food Program requirements and, requirements of Head start Acts and Head Start Performance Standards. BENEFITS: Rock Walworth CFS offers a generous benefit package to regular employees that work 30 hours or more per week. The benefit package includes the option to enroll in health insurance (80% employer paid premium for single coverage and 80% employer paid premium for family coverage), dental insurance (80% employer paid premium for single coverage and 80% employer paid premium for family coverage), and vision insurance. Rock Walworth CFS has a 401 K contribution to employees after 1 year of employment and they have worked 1,000 hours. Other perks include: vacation, sick and personal time accruals, worker's compensation insurance, short term disability and life insurance at no charge. Part Year employees have built in vacations which include 2 weeks in winter, spring break (part year staff follow the school district calendar in which their program is located) and summers off. Requirements This position requires at a minimum, to have a CDA credential or a state-awarded certificate that meets or exceeds the requirements for a CDA credential, are enrolled in a program that will lead to an associate or baccalaureate degree or, are enrolled in a CDA credential program to be completed within two years of the time of hire. Preferred education Associates degree in Early Childhood Education.