Tutor Jobs in Great Falls, MT

Miscellaneous/ISS Provide a structured in-school suspension environment with high school students; Provide one-on-one instruction; Tutor students in high school subjects; Access, organize and maintain completed student work; Communicate and use appropriate social skills to develop and maintain good rapport with students and fellow workers; Work as part of a team with teachers and administrators; Work with and take instruction from educational staff; Perform other academically related or supervisory tasks; Other duties as assigned. QUALIFICATIONS: History of good attendance Must be a self-starter and able to work independently; Two years post high school education or passage of district competency test within the first month of employment. LOCATION: Great Falls High School EMPLOYMENT: 7 hrs/day; 5 days/wk; 10 months/yr SALARY: $15.23 per hour (2024-25 salary schedule) CLOSING DATE: Open Until Filled Application, Letter of interest and Resume must be received in the Frontline Application System by the closing date.

The State of Montana has a decentralized human resources (HR) system. Each agency is responsible for its own recruitment and selection. Anyone who needs a reasonable accommodation in the application or hiring process should contact the agency's HR staff identified on the job listing or by dialing the Montana Relay at 711. Montana Job Service Offices also offer services including assistance with submitting an online application. State government does not discriminate based on race, color, national origin, religion, sex, sexual orientation, gender identity or expression, pregnancy, childbirth or medical conditions related to pregnancy or childbirth, age, physical or mental disability, genetic information, marital status, creed, political beliefs or affiliation, veteran status, military service, retaliation, or any other factor not related to merit and qualifications of an employee or applicant. Minimum qualifications (Education and Experience): Must possess or have the ability to possess the following from The Montana Office of Public Instruction by the first instructional day of the academic calendar: Eligible Licenses Class 1 Professional Teaching License, or Class 2 Standard Teaching License Eligible Endorsements 32A VI, 32A SPE, 32E SPE, or 32S SPE Please attach Transcripts to application. JOB OVERVIEW\: This position will work with a team in our VI Department. The provider is a special education teacher specifically trained to teach students who have a visual impairment. Provider is an expert in modeling strategies for learning and daily activities, as they understand how vision impacts a student's learning. The provider will teach various skills such as self-advocacy, braille, assistive technology, and other expanded core curriculum areas. The provider will also be required to teach content standards. In addition, they design and implement instructional plans individualized to each student's needs. Breakdown of Essential Responsibilities: A. Provide Direct Instruction (60%) B. Instructional Plans, Conducting Assessments, and Documenting (20%) C. Family and Caregiver Communication (15%) D. Other Duties as Assigned (5%) Candidates should have the following: Knowledge of Special Education Understand how exceptionalities may interact with development and learning and use this knowledge to provide culturally responsive, meaningful, and challenging learning experiences for individuals with exceptionalities. Demonstrate the ability to create and implement personalized, safe, respectful, inclusive, and culturally responsive learning. Demonstrate knowledge of standards used in Montana schools and the ability to use general and specialized curricula to implement individualized learning opportunities that align with the needs of students with exceptionalities. Use multiple methods of assessment and data sources to evaluate and identify individualized learning needs and make a variety of education decisions. Select, adapt, and use a repertoire of evidence-based instructional strategies including explicit, systematic instruction, assistive technology, whole group instruction, small group instruction, and individual instruction to support and self-regulate learning. Use foundational knowledge of the field along with professional ethics and standards. Collaborate, communicate, and advocate in culturally responsive ways with all individuals involved in the special education process to improve programs, services, and outcomes for individuals with exceptionalities and their families, including, but not limited to, facilitating meetings, scheduling services, working with paraeducators and related providers, and implementing accommodations and modifications. Demonstrate an understanding of the philosophical, historical, and legal foundations of special education. Demonstrate proficiency in special education procedural competencies including knowledge of state and federal regulations, rules, and processes and knowledge of the state data collection system and state forms. Demonstrate an understanding of disability categories and characteristics to the extent necessary to use eligibility criteria to make informed decisions concerning learner identification. Knowledge of Visually Impaired Pedagogy Understand the models, theories, philosophies, and regulatory history that form the basis for educating students who are visually impaired or blind, including those with additional disabilities. Possess a deep understanding of the unique development and learning needs of students who are visually impaired or blind. Design and implement learning experiences that include the school district curriculum and the expanded core curriculum (ECC), and use effective instructional strategies for students who are visually impaired or blind. Understand strategies and reading methods for using alternative learning media, i.e., Braille, large print, auditory. Understand strategies for teaching the use of assistive technology, e.g., optical, nonoptical, high to low tech. Understand strategies for teaching career-vocational skills and providing vocational counseling. Knowledge of Family and Community Partnerships Know about, understand, and value the complex characteristics and importance of children's families and communities including home language, cultural values, ethnicity, socioeconomic conditions, family structures, relationships, stresses, childhood trauma and adverse childhood experiences, and community resources. Collaborate with families as equal partners in creating respectful, reciprocal relationships. Promote and encourage family engagement in all aspects of children's development and learning including assisting families to find curriculum and resources concerning parenting, mental health, health care, and financial assistance. Demonstrate essential knowledge and core skills in team building and in communicating with families and colleagues from other disciplines to encourage and value familiesꞌ participation in curriculum and program development as well as assessment of children's learning Knowledge of Observation, Documentation, and Assessment Understand the importance of different types of developmentally appropriate assessments, including, but not limited to, observation, portfolio assessment, and work samples for children to demonstrate their skills and abilities. Understand the goals of assessment to summarize, analyze, and use assessment information gathered. Understand assessments with established reliability and validity that consider children's development, ability, culture, and language. Knowledge of Teaching and Engagement Utilize the environment, schedule, and routine as learning opportunities. Create a caring community of learners. Utilize a broad repertoire of appropriate teaching skills and strategies supportive of learners. Provide curriculum and learning experiences that reflect the principles of universal design for learning, the languages, cultures, traditions, and individual needs of diverse families and children, with particular attention to the cultures of the children and families in the classroom and to American Indians and tribes in Montana. Knowledge of Curriculum Design, implement, and evaluate developmentally meaningful, integrated, and challenging curriculum for each child using professional knowledge, Montana Content Standards (K-12), and Indian Education for All. Integrate and support in-depth learning using both spontaneous and planned curricula and teaching practices in each of the academic discipline content areas including language and literacy; science; mathematics; social studies; the performing and visual arts; health and well-being; and physical development, skills, and fitness. Base curriculum planning on the understanding of the particular significance of social, emotional, and behavioral development as the foundation for young children's school readiness and future achievements. Professionalism Identify and involve oneself with the distinctive history, values, knowledge base, and mission of the education field to become an informed advocate for all children and their families. Uphold and use state and national codes of ethical conduct for the education of children and other applicable regulations and guidelines. Collaborate with multiple stakeholders. Use formal and informal assessments, professional teaching knowledge, reflection, collaborative relationships, and critical thinking to analyze and continuously improve professional practices with children and their families. Engage in continuous, collaborative learning to inform practice. Develop and sustain the habit of reflective and intentional practice in their daily work with children.

JOB OVERVIEW: This position will work with a team in our VI Department. The provider is a special education teacher specifically trained to teach students who have a visual impairment. Provider is an expert in modeling strategies for learning and daily activities, as they understand how vision impacts a student's learning. The provider will teach various skills such as self-advocacy, braille, assistive technology, and other expanded core curriculum areas. The provider will also be required to teach content standards. In addition, they design and implement instructional plans individualized to each student's needs. Breakdown of Essential Responsibilities: A. Provide Direct Instruction (60%) B. Instructional Plans, Conducting Assessments, and Documenting (20%) C. Family and Caregiver Communication (15%) D. Other Duties as Assigned (5%) Candidates should have the following: Knowledge of Special Education * Understand how exceptionalities may interact with development and learning and use this knowledge to provide culturally responsive, meaningful, and challenging learning experiences for individuals with exceptionalities. * Demonstrate the ability to create and implement personalized, safe, respectful, inclusive, and culturally responsive learning. * Demonstrate knowledge of standards used in Montana schools and the ability to use general and specialized curricula to implement individualized learning opportunities that align with the needs of students with exceptionalities. * Use multiple methods of assessment and data sources to evaluate and identify individualized learning needs and make a variety of education decisions. * Select, adapt, and use a repertoire of evidence-based instructional strategies including explicit, systematic instruction, assistive technology, whole group instruction, small group instruction, and individual instruction to support and self-regulate learning. * Use foundational knowledge of the field along with professional ethics and standards. * Collaborate, communicate, and advocate in culturally responsive ways with all individuals involved in the special education process to improve programs, services, and outcomes for individuals with exceptionalities and their families, including, but not limited to, facilitating meetings, scheduling services, working with paraeducators and related providers, and implementing accommodations and modifications. * Demonstrate an understanding of the philosophical, historical, and legal foundations of special education. * Demonstrate proficiency in special education procedural competencies including knowledge of state and federal regulations, rules, and processes and knowledge of the state data collection system and state forms. * Demonstrate an understanding of disability categories and characteristics to the extent necessary to use eligibility criteria to make informed decisions concerning learner identification. Knowledge of Visually Impaired Pedagogy * Understand the models, theories, philosophies, and regulatory history that form the basis for educating students who are visually impaired or blind, including those with additional disabilities. * Possess a deep understanding of the unique development and learning needs of students who are visually impaired or blind. * Design and implement learning experiences that include the school district curriculum and the expanded core curriculum (ECC), and use effective instructional strategies for students who are visually impaired or blind. * Understand strategies and reading methods for using alternative learning media, i.e., Braille, large print, auditory. * Understand strategies for teaching the use of assistive technology, e.g., optical, nonoptical, high to low tech. * Understand strategies for teaching career-vocational skills and providing vocational counseling. Knowledge of Family and Community Partnerships * Know about, understand, and value the complex characteristics and importance of children's families and communities including home language, cultural values, ethnicity, socioeconomic conditions, family structures, relationships, stresses, childhood trauma and adverse childhood experiences, and community resources. * Collaborate with families as equal partners in creating respectful, reciprocal relationships. * Promote and encourage family engagement in all aspects of children's development and learning including assisting families to find curriculum and resources concerning parenting, mental health, health care, and financial assistance. * Demonstrate essential knowledge and core skills in team building and in communicating with families and colleagues from other disciplines to encourage and value familiesꞌ participation in curriculum and program development as well as assessment of children's learning Knowledge of Observation, Documentation, and Assessment * Understand the importance of different types of developmentally appropriate assessments, including, but not limited to, observation, portfolio assessment, and work samples for children to demonstrate their skills and abilities. * Understand the goals of assessment to summarize, analyze, and use assessment information gathered. * Understand assessments with established reliability and validity that consider children's development, ability, culture, and language. Knowledge of Teaching and Engagement * Utilize the environment, schedule, and routine as learning opportunities. * Create a caring community of learners. * Utilize a broad repertoire of appropriate teaching skills and strategies supportive of learners. * Provide curriculum and learning experiences that reflect the principles of universal design for learning, the languages, cultures, traditions, and individual needs of diverse families and children, with particular attention to the cultures of the children and families in the classroom and to * American Indians and tribes in Montana. Knowledge of Curriculum * Design, implement, and evaluate developmentally meaningful, integrated, and challenging curriculum for each child using professional knowledge, Montana Content Standards (K-12), and Indian Education for All. * Integrate and support in-depth learning using both spontaneous and planned curricula and teaching practices in each of the academic discipline content areas including language and literacy; science; mathematics; social studies; the performing and visual arts; health and well-being; and physical development, skills, and fitness. * Base curriculum planning on the understanding of the particular significance of social, emotional, and behavioral development as the foundation for young children's school readiness and future achievements. Professionalism * Identify and involve oneself with the distinctive history, values, knowledge base, and mission of the education field to become an informed advocate for all children and their families. * Uphold and use state and national codes of ethical conduct for the education of children and other applicable regulations and guidelines. * Collaborate with multiple stakeholders. * Use formal and informal assessments, professional teaching knowledge, reflection, collaborative relationships, and critical thinking to analyze and continuously improve professional practices with children and their families. * Engage in continuous, collaborative learning to inform practice. * Develop and sustain the habit of reflective and intentional practice in their daily work with children. Minimum qualifications (Education and Experience): Must possess or have the ability to possess the following from The Montana Office of Public Instruction by the first instructional day of the academic calendar: Eligible Licenses Class 1 Professional Teaching License, or Class 2 Standard Teaching License Eligible Endorsements 32A VI, 32A SPE, 32E SPE, or 32S SPE Please attach Transcripts to application.

Benefis is one of Montana's largest and premier health systems, and we are committed to providing excellent care for all, healing body, mind, and spirit. At Benefis, we work hard to support our employees in every aspect of their careers by offering outstanding benefits and compensation, state-of-the-art facilities, and multiple growth opportunities. The only thing missing is you! Administers oral, inhalation, and topical medications to patients/residents (including ear, nose, and skin) under the supervision of a Registered Nurse (RN) or Licensed Practical Nurse (LPN). Observe for drug reactions and report any problems to the nurses. Monitors vital signs, calculate medication dosages, and stock the medication room dispensing system. Also records what medications were given for the day and the dosage in the Medication Administration Record (MAR). Demonstrates the ability to deal with pressure to meet deadlines, to be accurate, and to handle constantly changing situations. Demonstrates the ability to deal with a variety of people, deal with stressful situations, and handle conflict. Will perform all job duties or job tasks as assigned. Will follow and adhere to all requirements, regulations and procedures of any licensing board or agency. Must comply with all Benefis Health System's organization policies and procedures. Education/License/Experience Requirements: Current Curriculum Requirement of 4000 hours in a Long-Term Care Facility

Benefis is one of Montana's largest and premier health systems, and we are committed to providing excellent care for all, healing body, mind, and spirit. At Benefis, we work hard to support our employees in every aspect of their careers by offering outstanding benefits and compensation, state-of-the-art facilities, and multiple growth opportunities. The only thing missing is you! Administers oral, inhalation, and topical medications to patients/residents (including ear, nose, and skin) under the supervision of a Registered Nurse (RN) or Licensed Practical Nurse (LPN). Observe for drug reactions and report any problems to the nurses. Monitors vital signs, calculate medication dosages, and stock the medication room dispensing system. Also records what medications were given for the day and the dosage in the Medication Administration Record (MAR). Demonstrates the ability to deal with pressure to meet deadlines, to be accurate, and to handle constantly changing situations. Demonstrates the ability to deal with a variety of people, deal with stressful situations, and handle conflict. Will perform all job duties or job tasks as assigned. Will follow and adhere to all requirements, regulations and procedures of any licensing board or agency. Must comply with all Benefis Health System's organization policies and procedures. Education/License/Experience Requirements: Current Curriculum Requirement of 4000 hours in a Long-Term Care Facility

High School In-School Suspension/Instructional Tutor JobID: 3340 Miscellaneous/ISS Additional Information: Show/Hide * Provide a structured in-school suspension environment with high school students; * Provide one-on-one instruction; * Tutor students in high school subjects; * Access, organize and maintain completed student work; * Communicate and use appropriate social skills to develop and maintain good rapport with students and fellow workers; * Work as part of a team with teachers and administrators; * Work with and take instruction from educational staff; * Perform other academically related or supervisory tasks; * Other duties as assigned. QUALIFICATIONS: * History of good attendance * Must be a self-starter and able to work independently; * Two years post high school education or passage of district competency test within the first month of employment. LOCATION: Great Falls High School EMPLOYMENT: 7 hrs/day; 5 days/wk; 10 months/yr SALARY: $15.23 per hour (2024-25 salary schedule) CLOSING DATE: Open Until Filled Application, Letter of interest and Resume must be received in the Frontline Application System by the closing date.

2 Positions - GFHS QUALIFICATIONS: =Class 1or 2 MT Teaching License; =Family and Consumer Science endorsement; EMPLOYMENT: August 2025 SALARY: $40,701.00 - $66,821.00 Based on 2024/2025 Salary Schedule (Dependent on education and experience) CLOSING DATE: Open Until Filled

The purpose of this job is to assist students in achieving their maximum potential by assisting instructors and administrators in carrying out individualized student programming, supporting curricular class work so students can meet state standards, supporting physical needs to allow for school participation while providing a safe and pleasant school environment where all of these goals can be achieved. Provide classroom support with: Content delivery\: carry out teacher-created lesson plans with students in 1\:1 or small group settings. Must be able to follow directions and reinforce instruction presented by the teacher. Meeting individual students needs (after training)\: such as assisting ankle and foot orthotics (AFOs), splints, and other adaptive aids; transfers and positioning; assisting with self-help items such as toileting, feeding and dressing, assisting with motor lab activities, job coaching, mainstream support/tutoring. Technology\: sets up/assists with specific student programs on computers, iPads, and other assistive devices. Student Management\: breakfast program, lunchroom duty, playground duty, bus duty, hall monitoring, escorting students to and from different areas on campus, ability to assist/support in classroom management. Other duties may include Recordkeeping - helping with grading, maintaining datasheets, compiling data, taking attendance, etc.; cleaning classroom areas, laundry, dishes, decorating for events, etc.; and copying, enlarging, typing, recording, binding, organizing supplies, sorting/filing, etc. Maintains confidentiality and demonstrates good ethics in regards to student/staff interactions, work behaviors, and following school policies and procedures Develops and maintains professional relationships with teachers, support staff, administration, parents and students. Needs to have a positive and flexible attitude Must be flexible as daily schedules can change on quick notice. Participate in our employee sign program to increase sign language level as directed by board policy. Participate in MSDBs mentoring program for a minimum of the first two years of employment. Participate in professional development activities throughout the year as indicated by the principal. Participate in trainings that focus on educating students who are deaf or hard of hearing and/or have a visual impairment. Attend and participate in department meetings and any other meetings indicated by the principal. Other related duties as assigned. Detailed Job Description available upon request. High School Diploma or GED required. College coursework and/or workshops in child development and educational methods and/or Para Educator is preferred. MSDB will provide avenues for communication to occur. Must be able to communicate fluently with students needing sign language communication. Knowledge of first aid and CPR techniques and safety precautions is desirable. The successful candidate must have the ability to learn basic sign language skills to communicate with deaf staff and students. The State of Montana has a decentralized human resources (HR) system. Each agency is responsible for its own recruitment and selection. Anyone who needs a reasonable accommodation in the application or hiring process should contact the agency's HR staff identified on the job listing or by dialing the Montana Relay at 711. Montana Job Service Offices also offer services including assistance with submitting an online application. State government does not discriminate based on race, color, national origin, religion, sex, sexual orientation, gender identity or expression, pregnancy, childbirth or medical conditions related to pregnancy or childbirth, age, physical or mental disability, genetic information, marital status, creed, political beliefs or affiliation, veteran status, military service, retaliation, or any other factor not related to merit and qualifications of an employee or applicant.

The purpose of this job is to assist students in achieving their maximum potential by assisting instructors and administrators in carrying out individualized student programming, supporting curricular class work so students can meet state standards, supporting physical needs to allow for school participation while providing a safe and pleasant school environment where all of these goals can be achieved. Provide classroom support with: * Content delivery: carry out teacher-created lesson plans with students in 1:1 or small group settings. Must be able to follow directions and reinforce instruction presented by the teacher. * Meeting individual students needs (after training): such as assisting ankle and foot orthotics (AFOs), splints, and other adaptive aids; transfers and positioning; assisting with self-help items such as toileting, feeding and dressing, assisting with motor lab activities, job coaching, mainstream support/tutoring. * Technology: sets up/assists with specific student programs on computers, iPads, and other assistive devices. * Student Management: breakfast program, lunchroom duty, playground duty, bus duty, hall monitoring, escorting students to and from different areas on campus, ability to assist/support in classroom management. * Other duties may include Recordkeeping - helping with grading, maintaining datasheets, compiling data, taking attendance, etc.; cleaning classroom areas, laundry, dishes, decorating for events, etc.; and copying, enlarging, typing, recording, binding, organizing supplies, sorting/filing, etc. * Maintains confidentiality and demonstrates good ethics in regards to student/staff interactions, work behaviors, and following school policies and procedures * Develops and maintains professional relationships with teachers, support staff, administration, parents and students. * Needs to have a positive and flexible attitude * Must be flexible as daily schedules can change on quick notice. * Participate in our employee sign program to increase sign language level as directed by board policy. * Participate in MSDBs mentoring program for a minimum of the first two years of employment. * Participate in professional development activities throughout the year as indicated by the principal. * Participate in trainings that focus on educating students who are deaf or hard of hearing and/or have a visual impairment. * Attend and participate in department meetings and any other meetings indicated by the principal. * Other related duties as assigned. * Detailed Job Description available upon request. High School Diploma or GED required. College coursework and/or workshops in child development and educational methods and/or Para Educator is preferred. MSDB will provide avenues for communication to occur. Must be able to communicate fluently with students needing sign language communication. Knowledge of first aid and CPR techniques and safety precautions is desirable. The successful candidate must have the ability to learn basic sign language skills to communicate with deaf staff and students.

Middle School English Teacher - NMS JobID: 3368 Middle School Teaching/English Teacher Additional Information: Show/Hide QUALIFICATIONS: Current Montana Teaching License with Secondary English Endorsement or Elementary Education Endorsement EMPLOYMENT: 2025/2026 School Year LOCATION: North Middle School SALARY: $40,701.00 - $66,821.00 Based on 2023/2024Salary Schedule (Dependent on education and experience) CLOSING DATE: Open Until Filled A Frontline Application must be received in the Frontline Application program (available at ******************* by the closing date.

Vaughn School is seeking applicants to fill a special education position for the 2025-26 school year. Vaughn has a 4 day work week. 153 instructional days per year. Base salary will be either $37,763 or if the legislature funds the STARS Act, the salary will be $41,615. The district pays $500 towards the group health plan or it may be used for dental or vision insurance if the employee chooses. This position qualifies for the educator loan repayment program.

Middle School Family and Consumer Science Teacher JobID: 3371 Middle School Teaching/Family/Consumer Science Additional Information: Show/Hide QUALIFICATIONS: =Class 1or 2 MT Teaching License; =Family and Consumer Science endorsement; EMPLOYMENT: 2025/2026 School Year LOCATION: North Middle School SALARY: $40,701.00 - $66,821.00 (Dependent on education and experience) CLOSING DATE: Open Until Filled A Frontline Application must be received in the Frontline Application program (available at ******************* by the closing date.

Fort Shaw Elementary School, Sun River Valley Public Schools is accepting applications for an Elementary Special Education Teacher for the 2024-2025 school year. We are in search of an energetic educator to join our team as an Elementary Special Education Teacher with many coaching opportunities available. Fort Shaw Elementary School currently educates approximately 100 students in grades PK-5 and is located approximately 34 miles west of Great Falls. In addition to operating on a 4-day week (154 days) we offer a competitive base salary of $39,000 with excellent health insurance benefits which equate to approximately $225 per month for full family. Sun River Valley School District is at the top of North Central Montana's school districts in terms of overall compensation packages.

High School Teaching/Family/Consumer Science QUALIFICATIONS: =Class 1or 2 MT Teaching License; =Family and Consumer Science endorsement; EMPLOYMENT: August 2025 LOCATION: Great Falls High School SALARY: $40,701.00 - $66,821.00 Based on 2024/2025 Salary Schedule (Dependent on education and experience) CLOSING DATE: Open Until Filled A Frontline Application must be received in the Frontline Application program (available at ******************* by the closing date.

JH/HS Family & Consumer Science Teacher REPORTS TO: HS Principal FLSA Designation: Exempt Cascade Schools is seeking a part time Family and Consumer Science teacher for grades 7-12. This position is a 2/7ths FTE teaching position (2 periods per day) and may be combined with other available positions. UNIVERSAL OBLIGATIONS/EXPECTATIONS OF EACH STAFF MEMBER It is the expectation of the District that each staff member will: (1) put the safety, health and well-being of students at the forefront of all actions, job responsibilities and decisions, and (2) undertake all duties in alignment with the District's Strategic Plan. ESSENTIAL FUNCTIONS: * Plans and develops course of study according to curriculum guidelines of District and state requirements. Actual curriculum must often be tailored for three or more levels of academic ability and previous achievement. * Develops and presents specific lesson plans, using a variety of techniques, including lectures, projects, exhibits, field trips, audio-visual and library resources, computers, and the Internet. * Prepares assignments and tests for in-school preparation and homework. Monitors, assists, corrects, and grades student performances. * Conducts standardized tests in accordance with District policies and law. * Maintains order in the classroom and, in conjunction with administrative staff, administers discipline when necessary to achieve proper behavior. May prescribe extra assignments or detention in cases of student misconduct. * Shares with other teachers and aides responsibility for monitoring halls, study periods, and lunchroom. * Counsels students when academic difficulties or behavioral problems arise. * Keeps records of academic performance, attendance, and social acclimation. Reports on all aspects of student development for school records and parents; conducts parent-teacher conferences on both a regularly scheduled and an as-needed basis. * Consults with other professionals, where there appears to be evidence of learning disabilities, drug or alcohol abuse, or problems of social adjustment. Coordinates decisions with parents concerning any specialized intervention which appears warranted. * Reports cases of suspected child abuse according to state law. * Complies with Board policies, rules, regulations, and directives. * Works with guidance counselor in helping student select course of study or college. * Performs related duties such as sponsoring a student organization or activity. * Participates in faculty meetings, educational conferences, professional training seminars, and workshops. * Supervises classroom aides. Only minimum duties are listed. Other functions may be required as given or assigned. DESIRED MINIMUM QUALIFICATIONS: * Be appropriately licensed and endorsed in accordance with state statutes and Board of Public Education rules, or be considered appropriately assigned if the administrator is enrolled in an internship. * Ability to write reports and business correspondence. * Ability to effectively present information and respond to questions from students, parents, staff, and the community. * Ability to handle stressful situations. * Ability to maintain confidentiality of employment and student matters. * Ability to effectively manage time and responsibilities. EQUIPMENT USED: A variety of electronic and technology devices, copier, telephone/voice mail, fax. WORK ENVIRONMENT: While performing the duties of this job, the employee regularly works inside and outside. The employee must be able to meet deadlines with severe time constraints. The employee frequently will work irregular or extended work hours while performing the duties of this job. The employee is directly responsible for the safety, well-being, and work output of students. The noise level in the work environment is usually moderate. PHYSICAL DEMANDS: While performing the duties of this job, the employee is frequently required to sit, walk, and stand; twist at neck and waist; kneel. Specific vision abilities required by this job include close vision, distance vision, depth perception, and the ability to adjust focus. The employee is required to be able to hear conversations in quiet environments. May be required to lift or move up to 20 pounds. MENTAL/MOTOR DEMANDS: While performing the duties of this job, the employee rarely performs routine work. The employee frequently exercises flexibility (ability to shift from one task to another). Guidance and reinforcement are infrequently available. The employee frequently works within time constraints and maintains attentiveness intensity. The employee is frequently involved in social interactions which require oral and written communications. The physical demands, work-environment characteristics, and mental/motor demands described within this job description are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations shall be made to enable individuals with disabilities to perform the essential functions. The District is especially intereseted in applicants with multiple degrees and/or certifications.

Family and Consumer Science Teacher - 2 Positions - GFHS JobID: 3362 High School Teaching/Family/Consumer Science Additional Information: Show/Hide QUALIFICATIONS: =Class 1or 2 MT Teaching License; =Family and Consumer Science endorsement; EMPLOYMENT: August 2025 LOCATION: Great Falls High School SALARY: $40,701.00 - $66,821.00 Based on 2024/2025 Salary Schedule (Dependent on education and experience) CLOSING DATE: Open Until Filled A Frontline Application must be received in the Frontline Application program (available at ******************* by the closing date.

Substitute Teachers JobID: 3294 Substitute/Substitute Teacher Additional Information: Show/Hide PURPOSE: A substitute teacher is responsible for providing instruction, managing the classroom environment, and promoting student learning in the absence of the regular classroom teacher. QUALIFICATIONS: * The ability to teach scheduled classes in the absence of the regularly scheduled teacher. * Education equivalent to graduation from an accredited high school or General Education Certificate (GED). * Montana Teaching License preferred. * Candidate must hold a valid Montana Teaching License for long-term substitute positions. * Candidate must be at least 18 years of age. * Ability to follow both oral and written directions and instructions. * Ability to communicate in both oral and written means. * Ability to effectively present information and respond to students, parents, and staff. * Ability to handle stressful situations. * Ability to maintain confidentiality of student matters. * Ability to effectively manage time and responsibilities. * Ability to be professional in appearance, attitude and demeanor. LOCATION: District-wide (substitutes) SALARY: 2024/2025 SUBSTITUTE TEACHER DAILY RATE Daily Rates Unlicensed, first 40 days $105 Unlicensed, after 40 days $115 Licensed, first 40 days $115 Licensed, after 40 days $125 CLOSING DATE: Open Until Filled Letter of interest and Resume must be received in the Frontline Application System (******************* by the closing date.

High School Teaching/English QUALIFICATIONS: Current Montana TeachingLicense; English endorsement required; Previous experience teaching high school students preferred. EMPLOYMENT: 2025/2026 School Year SALARY: $40,701.00-$66,821.00 Based on 2024/2025 Salary Schedule (Dependent upon education and experience) LOCATION: Great Falls High School CLOSING DATE: Open until Filled A Frontline Application must be received in the Frontline Application program (available at ******************* by the closing date.

High School Teaching/English QUALIFICATIONS: Current Montana Teaching License; English endorsement required; Previous experience teaching high school students preferred. EMPLOYMENT: 2024/2025 School Year (remainder of the school year) SALARY: $40,701.00-$66,821.00 Based on 2024/2025 Salary Schedule (Dependent upon education and experience) LOCATION: Great Falls High School CLOSING DATE: Open until Filled A Frontline Application must be received in the Frontline Application program (available at ******************* by the closing date.