Primary Teacher Salary in USA

WHO WE ARE Holland Hall was established in 1922 and currently serves approximately 1,000 preschool through 12th grade students in a coeducational setting. An Episcopal school distinguished by an excellent academic program and a student-centered environment emphasizing a holistic approach to education, we strive to provide a challenging, comprehensive educational experience grounded in a rigorous liberal arts college preparatory curriculum that promotes critical thinking and life-long learning. We seek to foster in each student a strong moral foundation and a deep sense of social responsibility. The Holland Hall community welcomes students of diverse racial, cultural, and religious backgrounds. THIS POSITION In the role of Primary School Spanish Teacher, you will provide Spanish language instruction and exposure to cultural experiences to all students in the Primary School, Early PreKindergarten through Third grade. You will plan, design, and implement the Spanish curriculum through integration with the grade level curriculum. You will also coordinate and plan lessons with the other Specials teachers in the Primary School. You will guide activities that provide foundational Spanish language skills. In addition, you will communicate with parents, colleagues, and administrators details surrounding the Spanish curriculum. As a community we have identified five Pillars of Excellence that distinguish our faculty and their work. WHO YOU ARE - Five Pillars of Excellence Mastery of Discipline and Child Development You demonstrate a deep understanding of child development as well as an appreciation of and respect for the age group in which you will be teaching. You effectively incorporate best practices grounded in mind, brain, and education science to identify and empower students to recognize strategies that improve learning outcomes. You are a proven expert in your field of teaching and you make use of feedback and pursue opportunities to learn and grow professionally. Curriculum Design and Instructional Methods You create a classroom culture that fosters psychological safety, student agency, and a sense of belonging. You bring an understanding of and a willingness to design and facilitate curriculum and classrooms that are student-centered. You design assignments and projects that foster curiosity through inquiry and problem solving. You incorporate discussions, resources, and real-world learning experiences that engage students with content that is relevant and culturally representative. You use formative assessments and provide timely, action-oriented feedback to monitor and support student growth and learning outcomes. You provide opportunities for students to self-assess and reflect on their learning in order to develop a growth-mindset. You embrace and leverage the use of technology to enhance student learning. Collegiality and Collaboration You have a willingness to share your knowledge, expertise, and experiences with others, helping both colleagues and students reach their goals. You find middle ground in relational interactions while honoring differences of perspectives, opinions, and values. You engage in purposeful work with others, sharing resources and responsibilities with colleagues to overcome obstacles and challenges. You actively create networks with colleagues, other schools, and professional organizations to continually grow your knowledge and demonstrate to others your commitment to lifelong learning. Communication You demonstrate active listening, always seeking to understand and appreciate new perspectives so that you can provide support and guidance to colleagues, students, and families. You communicate learning outcomes clearly, offering effective feedback such that your students are able to grow as learners in your classroom. You are responsive to families in a timely manner and share important details and information throughout the year. You are accessible and available to your colleagues and are able to communicate important information to all constituencies in order to contribute to a positive team approach. Professional Responsibilities You are committed to the reflective and active practice of personal and professional growth in areas of diversity, inclusion, and belonging that contributes to an affirming environment for students and colleagues. You are a reflective person who evaluates your instruction, assessment, and professional responsibilities and explores new ideas, research, and pedagogical practices that enhance the student experience. Your professional and personal conduct aligns with the mission and values of Holland Hall, especially in your relationships with students, colleagues, and parents. You act with integrity, care, and honesty and make wise decisions that are in the best interest of your students. You lead by example in your willingness to learn, challenge yourself, and take risks as you grow as a professional. You adhere to the expectations of the school with regards to punctuality, timeliness, dress, confidentiality while also embracing and contributing to the life of the school beyond your instructional role. When you meet Holland Hall teachers, you will observe that they are joyful in their work with children, they are adaptive as they work to support all members of our close knit community. Our faculty appreciate the values of the Episcopal tradition and are committed to creating an outstanding experience for all who are a part of the Holland Hall School. The above essential functions are intended to describe the general nature and level of work being performed. They are not intended to be an exhaustive list of all duties, responsibilities, and skills. Employees are expected to perform other job-related duties as assigned. Qualifications Interested candidates must have a bachelor’s degree. Previous teaching experience with the target age is also desired. A master’s degree and independent school experience are preferred but not required. Special consideration will be given to exemplary candidates who can also support a significant extracurricular activity or coach a sport. Bachelor’s Degree in Spanish, Education with a Spanish concentration, or a related field. Teaching certification or credential in Spanish Language Education. Previous experience teaching Spanish at the elementary level is preferred. Proficiency in both Spanish and English, with excellent verbal and written communication skills. Working Conditions Work day from 7:45 to 3:45. Faculty often must prepare lesson plans and meet with parents/students well before and after the above mentioned times. Be able to occasionally lift up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. Activities include walking, standing, bending, kneeling, lifting, finger dexterity, grasping, repetitive motions, talking, hearing and visual activity. While performing the duties of this job, the employee is exposed to outside weather conditions on a twice-daily basis for approximately thirty minutes at a time. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of this position. This position is not eligible for telecommuting.

Primary Professional Function The Substitute Teacher is responsible for carrying out lesson plans and classroom procedures, as set forth by the Teacher, in an engaging and meaningful way. The Substitute Teacher will ensure a quality learning experience to all children in his/her care. The Substitute Teacher must possess the knowledge and theoretical grounding necessary to instruct the Elementary or Middle School student, utilizing age-appropriate methods, strategies and procedures. The Frances Xavier Warde School is a Catholic elementary school in downtown Chicago that provides an academically excellent, values-oriented education to students of all ethnic, religious, cultural, and socio-economic backgrounds in a child-centered urban environment. As a keystone of its diverse community, The Frances Xavier Warde School provides need-based scholarships to 30 percent of its students. The Frances Xavier Warde School partners with its families, nurtures faith development for its Catholic students, and engages all its students to learn about and respect other faith traditions. The Frances Xavier Warde School uses a rigorous curriculum that enables students to grow, clarify their values, and develop decision-making skills and a sense of responsibility for themselves and the world they will inherit. What Makes an FXW Substitute Teacher Competent and Effective Substitutes are provided teaching opportunities with the expectation that they possess the necessary knowledge, teaching skills, character, and commitment to be productive members of the FXW community. The following is a list of descriptors: Adheres to the unique Catholic mission and interfaith values of FXW. Utilizes effective instructional strategies with students. Creates and manages the classroom in a positive manner, respecting the dignity of all. Maintains a positive rapport with all members of the FXW community. Fulfills routine duties and expectations in a dependable manner. Willingness to fulfill extra duties such as lunch duty, curb duty and other supervision duties of the teacher Consistently exhibits punctuality, dependability, and flexibility in all facets of the role as Substitute Teacher. Qualifications and Requirements Required Bachelor’s Degree in either Education or a specific academic discipline Preferred Master’s Degree in Teaching or Curriculum Required current State of Illinois Teaching Certificate Type 03/Type 09 Comply with the Archiodese of Chicago Protecting God’s Children Requirements (Background Screening, Fingerprinting, VIRTUS Training, CANTS, Code of Conduct) Middle School substitutes must have the ability to teach effectively within the Block Scheduling model (90 minute classes) Ability to teach courses within a Religion Curriculum either Catholic or Interfaith in subject matter Proficient in the use of Microsoft suite TB test

This role is for the 2024 - 2025 school year with an anticipated start date of August 5th, 2024.Starting Salary for Certified Teachers: $63,000*Starting Salary for Non-Certified Teachers: $60,500**Salary includes a $5,000 Liberty County Incentive.Primary Purpose:Under the program supervision of the charter Dyslexia Implementation Specialist, the campus Dyslexia Teacher provides students evidence-based, multisensory structured literacy instruction for students with dyslexia, in accordance with the Texas Dyslexia Handbook. The teacher is responsible for lesson planning, record keeping, and appropriate case management and progress monitoring of 504 Plans and Individualized Education Programs. Additionally, teacher is responsible for management of student behavior, classroom safety, and communication with students, staff and parents. Students served are in need of intense systematic dyslexia instruction and may be served under a Section 504 Plan or Individualized Education Program.Qualifications:Education/Certification:• Bachelor's Degree from accredited college or university Required• Texas Elementary, Special Education, or Reading Certification Preferred• Credentialed as either a Certified Academic Language Practitioner (CALP), Certified Academic Language Therapist (CALT), or Licensed Dyslexia Therapist Preferredo If not credentialed - willingness to complete CALP and/or CALT training program provided by ILTexas with associated service agreement RequiredSpecial Knowledge/Skills:• Knowledge of the Reading Process and Multisensory Dyslexia Intervention• Knowledge of the Section 504 Process• Knowledge of the Individuals with Disabilities Education Act• Knowledge of Tired Intervention under Multi-Tiered System of Supports• Knowledge of the Interpretation of DataExperience:• 1 Year Successful Teaching Experience PreferredMajor Responsibilities and Duties:Instruction1. Participate in dyslexia screening and assessment initiatives.2. Implement the ILTexas dyslexia curriculum programs with fidelity.3. Provide evidence-based, multisensory structured literacy instruction for students with dyslexia.4. Contribute to and attend Section 504 meetings and Individualized Education Program meetings.5. Monitor and respond to student progress.6. Utilize the critical evidence based components of dyslexia instruction as outlined in the state Dyslexia Handbook.Classroom Management7. Create and maintain a safe classroom conducive to academic, social, and emotional growth.8. Maintain classroom discipline through the ILTexas student code of conduct.9. Implement Behavior Intervention Plans with fidelity.10. Maintain all records in accordance to Federal, State, and Local policy and procedure.Compliance11. Comply with policies established by federal and state laws, State Board of Education rule, and board policy. Comply with all charter and campus routines and regulations.12. Maintain confidentiality.Other13. Maintain required professional certifications, licenses, and/or enforcements.14. Comply with credentialing programs and requirements.15. Any and all other duties as assigned by immediate supervisor.16. Work collaboratively with all stakeholders.Supervisory Responsibilities:None.Mental Demands/Physical Demands/Environmental Factors:Tools/Equipment Used: Standard office equipment including personal computer and peripherals Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twistingMotion: Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching Lifting: Occasional light lifting and carrying (less than 15 pounds)Environment: Occasional charter-wide travelMental Demands: Work with frequent interruptions; maintain emotional control under stressThis document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

About the jobJob Description: Ubuntu School Classroom Teacher (K-6) THIS JOB IS LOCATED IN SOUTH AFRICALocation: Gqeberha, South AfricaDesignation: Full-Time Staff Member (Contracted)Salary Range: Market related and commensurate with qualifications and experienceWho We Are: Ubuntu PathwaysUbuntu Pathways is an international nonprofit organization with headquarters in Gqeberha, South Africa and overseas offices in New York and London. Ubuntu Pathways is dedicated to working with the people of the Eastern Cape Province to develop quality education and healthy communities in the new South Africa. For more about Ubuntu Pathways, refer to www.ubuntupathways.org.Ubuntu Pathways is an equal opportunity employer.This Gqeberha, Zwide based NGO has the following vacancy for which an excellent basic salary and benefits are being offered.Ubuntu SchoolThe Ubuntu School offers students an exceptional education and a transformational pathway out of poverty. Our team instills confidence, creative expression, character growth, and social skills through a flexible, evolving, and child-driven learning model. Through a nurturing environment, high-quality instruction, and world-class wraparound support, we provide everything South Africa's most vulnerable children need to thrive.Position Overview:Lead teachers work collaboratively with school administration to provide targeted instructional leadership at the classroom level. Through the demonstration of instructional expertise, these teacher leaders support colleagues in developing their classroom practices to meet student needs and curricular demands. They collaborate with school leaders to develop, facilitate, and evaluate the success of building level professional development activities aligned to prioritized school goals.The lead teacher also performs informal classroom observations using specific Instructional rubrics, and provides ongoing follow-up support to teachers to help connect observation feedback to steps for improvement.. Master Teachers must have expert curricular knowledge, outstanding instructional skills, and the ability to work effectively with other adults.The Lead Teacher will provide coaching to teachers as they work to ensure that each student is able to reach his or her academic potential. The Master Teachers' primary role is to teach alongside new teachers to support best practices in using data, provide analysis and trends in instruction, and make recommendations about potential next steps to address areas of need. As an advisor to teachers, the Lead Teacher is responsible for four main areas: a) implementing instructional delivery alongside classroom teachers and providing feedback to enhance and support the development of each teacher's content area b) supporting teachers in the design of units and lessons for the development of their year-long curriculum, c) analyzing data in order to modify curriculum and forms of assessment to meet students' needs, and d) working with school leadership in the school to support sharing of best practices.The Lead Teacher must take a hands-on approach to improving instruction via data analysis, curricular internalization, and modeling in classrooms to support teacher development under the direction of Principal/Instructional Leadership.The Ubuntu School is looking for someone who models flexibility, passion, and commitment to supporting and building others. This person needs to have a deep understanding and commitment to progressive education and be able to dive into a new curriculum that they may be unfamiliar with. This person will encourage reflection, provide guidance and structure, and focus on teacher strengths and accountability.Key Responsibilities Include:? Assist teachers in application of new professional learning.? Understand and analyze data from multiple sources.? Use data to identify student learning trends, support with setting goals and modify instruction? Support student achievement in accordance with school improvement plans.? Work collaboratively with school administration as an instructional leader.? Work alongside Classroom Teachers to internalize curriculum, analyze data, and create instructional next steps.? Demonstrate model lessons and support teachers in using effective instructional strategies to meet students' diverse learning needs.? Support with leading professional development by sharing best practices and strategies.? Assist teachers with understanding and sourcing resources for classroom instruction and planning.? Assist teachers with planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet the needs of their students.? Assist teachers in learning new teaching practices and dynamic models that involve experiential investigative and inquiry based learning? Teach/model lessons in classrooms on a daily/weekly basis, teaching lessons side-by-side with teachers? Observe teachers' lessons and provide feedback for professional growth and students' success? Implement other approved instructional coaching strategiesRequired Qualifications:? At least five years of successful teaching experience in elementary education as measured by performance evaluations, promotions, value-added data and other evidence of instructional excellence? Demonstrated expertise in content, curriculum development, student learning, test analysis, mentoring, and professional development? Experience with either Bridges Math Curriculum and/or Wilson Language, Fundations, Teacher's College or Dibbels.? Excellent communication skills and an understanding of how to facilitate professional growth in adults? Master's degree preferred, but not required; professional license required? Strong commitment to the mission, vision, goals and objectives of Ubuntu Pathways and the Ubuntu School? Demonstrated ability to work with young children and families from diverse racial/cultural populations? Knowledge of and experience with student-centered curriculum, instruction, and assessment, as well as progressive education? A deep understanding of theories of literacy, including the diagnostic teaching of reading and reading intervention? Significant experience with literacy curriculum development and daily lesson planning? Experience in analyzing data and using results to modify curricula? Experience working with adult learners, coaching teachers, and delivering professional development.? Excellent judgment, growth mindset, communication, and creative problem-solving skills? Energetic, flexible, collaborative and proactive working style? Multi-faceted, multi-skilled, and resourceful outlook - demonstrated willingness to do whatever it takes to help our students reach a level of academic excellence? Ability to model positive and healthy character traits and habits, such as being organized, consistent and understanding? Unquestioned integrity and commitment to the Ubuntu School mission and willingness to serve the Ubuntu School community? Understanding of challenges and opportunities in a start-up school environment? Completion of a background checkApplication Information & Method? Send your CV and cover letter via Email to : [email protected]? Make sure that you save your CV under your name AND surname.? Make sure that you type the name of the job/position that you are applying for the "subject" section of your email.? Please include an active and current e-mail address which can be used for communication purposes and which you are happy to receive e-mail information on regarding your application.? If you are not contacted within thirty (30) days after the closing date, you should consider your application to have been unsuccessful.? Please indicate on your CV whether you have a criminal record, were found guilty of misconduct or have pending criminal or misconduct chargers.? Applicants may be subjected to any of the following: a security and credit clearance check, a competency assessment, signing a performance contract on appointment and signing an employment contract on appointment.Only Qualified Applicants will be contacted

Carney, Sandoe & Associates, an education recruitment firm, is currently seeking High School Makerspace/Engineering Teachers for the 2024-2025 school year at independent schools in the Providence area.Responsibilities of the Makerspace/Engineering Teacher:Be a dynamic educator with vision and patienceSubscribe to the school's core values, mission and philosophy and seek passionately to promote them.Design lesson plans for 9-12 grade students.Evaluate each pupil's progress in engineering/makerspace knowledge and skills.Vertically align coursework to provide students with a meaningful scope.Communicate with parents to interpret contemporary methods in teaching physics and with parents and school counselors to discuss the individual pupil's progress.Embraces authentic assessment, innovative pedagogies, discussion-based learning and project based learning.Attend regular department, faculty, and other meetings.Promote an inclusive working and community environment.Qualifications of the Makerspace/Engineering Teacher:Bachelor's in Engineering/Makerspace or relatedAt least 1-3 years of teaching experience at the K-12 levelSTEM backgroundHave substantial expertise in the field and will be: a student-centered educator, skilled in fostering persistent problem solving, knowledgeable about adolescents' intellectual, social, and emotional developmentEager to work collaboratively with colleagues on curriculum design, pedagogy, and assessmentsInterest to contribute to school community outside of the classroom as an athletic coach, student advisor, student club leader, or otherwise preferredWork collaboratively with other teachers.Excellent verbal and written communication skills.U.S. Work Authorization requiredPotential Benefits: Compensation and benefit packages are competitive but will differ by school and will typically depend on geographic location, your experience, and your level of degree.???? Competitive pay???? Professional Development Opportunities?? Classroom Resources???? Medical, dental and vision insurance???? 401(k) plan - Employer match?? Paid holidays, vacation and personal time???? Housing (boarding schools only)About CS&A:Our job placement service is free to job seekers. By getting to know you personally -- beyond just your resume -- we connect you directly with hiring schools whose open positions match your specific requirements (location, school type, position type, etc.) and skills, saving you the time of sorting through hundreds of job postings and getting lost in a pile of resumes. More importantly, as an educator you deserve to have someone on your side who can help you find a position in a school community where you'll thrive. That's our mission.We have positions available throughout the United States and abroad including but not limited to: Boston, New York City, Washington, D.C., Philadelphia, Baltimore, Charlotte, Atlanta, Miami, Houston, Dallas, Cleveland, Detroit, Chicago, Pittsburgh, Denver, Phoenix, Seattle, Portland, San Francisco, and Los Angeles.Carney Sandoe does not discriminate on the basis of physical handicap, sex, race, creed, color, sexual orientation, gender identity, or national or ethnic origin in administration of its services, consulting, events, professional development, or other programs.IndustryPrimary/Secondary EducationEmployment TypeFull-timeJob Functions

This role is for the 2024 - 2025 school year with an anticipated start date of August 5th, 2024.Starting Salary for Certified Teachers: $58,000Starting Salary for Non-Certified Teachers: $55,500Primary Purpose:Under the program supervision of the charter Dyslexia Implementation Specialist, the campus Dyslexia Teacher provides students evidence-based, multisensory structured literacy instruction for students with dyslexia, in accordance with the Texas Dyslexia Handbook. The teacher is responsible for lesson planning, record keeping, and appropriate case management and progress monitoring of 504 Plans and Individualized Education Programs. Additionally, teacher is responsible for management of student behavior, classroom safety, and communication with students, staff and parents. Students served are in need of intense systematic dyslexia instruction and may be served under a Section 504 Plan or Individualized Education Program.Qualifications:Education/Certification:• Bachelor's Degree from accredited college or university Required• Texas Elementary, Special Education, or Reading Certification Preferred• Credentialed as either a Certified Academic Language Practitioner (CALP), Certified Academic Language Therapist (CALT), or Licensed Dyslexia Therapist Preferredo If not credentialed - willingness to complete CALP and/or CALT training program provided by ILTexas with associated service agreement RequiredSpecial Knowledge/Skills:• Knowledge of the Reading Process and Multisensory Dyslexia Intervention• Knowledge of the Section 504 Process• Knowledge of the Individuals with Disabilities Education Act• Knowledge of Tired Intervention under Multi-Tiered System of Supports• Knowledge of the Interpretation of DataExperience:• 1 Year Successful Teaching Experience PreferredMajor Responsibilities and Duties:Instruction1. Participate in dyslexia screening and assessment initiatives.2. Implement the ILTexas dyslexia curriculum programs with fidelity.3. Provide evidence-based, multisensory structured literacy instruction for students with dyslexia.4. Contribute to and attend Section 504 meetings and Individualized Education Program meetings.5. Monitor and respond to student progress.6. Utilize the critical evidence based components of dyslexia instruction as outlined in the state Dyslexia Handbook.Classroom Management7. Create and maintain a safe classroom conducive to academic, social, and emotional growth.8. Maintain classroom discipline through the ILTexas student code of conduct.9. Implement Behavior Intervention Plans with fidelity.10. Maintain all records in accordance to Federal, State, and Local policy and procedure.Compliance11. Comply with policies established by federal and state laws, State Board of Education rule, and board policy. Comply with all charter and campus routines and regulations.12. Maintain confidentiality.Other13. Maintain required professional certifications, licenses, and/or enforcements.14. Comply with credentialing programs and requirements.15. Any and all other duties as assigned by immediate supervisor.16. Work collaboratively with all stakeholders.Supervisory Responsibilities:None.Mental Demands/Physical Demands/Environmental Factors:Tools/Equipment Used: Standard office equipment including personal computer and peripherals Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twistingMotion: Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching Lifting: Occasional light lifting and carrying (less than 15 pounds)Environment: Occasional charter-wide travelMental Demands: Work with frequent interruptions; maintain emotional control under stress This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Position Title:  Preschool DOL Status: Full-Time   FLSA Classification: Exempt    Reports to: Principal  Effective Date: 4/9/2024   Educators at The Frances Xavier Warde School (FXW) are hired with the invitation and encouragement to be life-long learners. FXW will employ faculty who enjoy teaching, who are progressive and innovative in their craft, who love working with students, who are great colleagues, and who truly find joy in their profession.  We expect that an FXW faculty member possesses the necessary knowledge, teaching skills, character, and commitment to be productive members of the FXW community.  Additionally, the FXW teacher will adhere to the unique Catholic mission and interfaith values of FXW School. At FXW, we aspire that each teacher is successful. To do so, an FXW teacher will do the following:    Utilize effective instructional strategies with students.   Be willing to grow in their profession. Create and manage the classroom in a positive manner, respecting the dignity of all.  Embrace the FXW Mission and Charisms. Complete annual goals and seek professional development opportunities.  Maintain a positive rapport with all members of the FXW community.  Fulfill routine duties and expectations in a dependable manner.  Preschool Program Description At The Frances Xavier Warde School, our preschool curriculum is composed of a series of child-initiated learning experiences.   With teacher guidance, children develop interests in many topics and investigate these topics through long-term projects and themes. Learning is inquiry-based; focusing on cognitive, linguistic, physical and social-emotional development.   Integration of these learning domains with project work provides the opportunity for children to learn from real-life experiences and their own research. Children ask questions which guide investigations and the direction of study; they make decisions about activities, the ways in which they will research the topic, and how their learning will be represented and showcased.  The children become the experts! Preschool Teacher Primary Functions The preschool teacher is responsible for facilitating the social and emotional development of all learners through play and child-centered environments created within the classroom. The classroom teacher fosters and maintains relationships with students and families and is a part of the preschool team. Qualifications and Requirements   A bachelor’s or master’s degree in education. A valid, issued State of Illinois teaching certificate is preferred.   A master’s degree in a curriculum area is preferred.   Although FXW is an Independent Catholic School, all faculty and staff comply with the Archdiocese of Chicago’s Protecting God’s Children Requirements.  A candidate must demonstrate:  The ability to establish collaborative relationships with co-teacher/teaching staff.   Strong interest to teach in an inclusive faith-based school and comfortable teaching a Religion         Curriculum- either Catholic or Interfaith in subject matter.   Key Relationships  The teacher reports to the campus principal and will be supervised, evaluated, and mentored by the principal and/or the assistant principal. Other key relationships include: the Head of School, other teachers and administrators, staff, students and parents. Compensation and Benefits Pay at FXW is competitive, commensurate with experience, and consistent with independent schools. The school has a robust benefits program available to all eligible employees. Not sure you meet 100% of our qualifications?  We understand. If you believe that you could excel in this role, we encourage you to apply and welcome a chance for us to review your background. We are dedicated to building and maintaining a diversified workforce and considering a broad array of candidates with a variety of skills, workplace experiences, and backgrounds. Non-Discrimination Policy                                                                                                                                               It is The Frances Xavier Warde School’s goal to attract, recruit and retain exceptional faculty and staff that are inspiring, diverse and committed to the school’s mission. We support our teachers and staff by welcoming them into an environment that encourages them to excel and by maintaining a rich benefits package that helps them to flourish and grow personally and professionally. FXW will not engage in discrimination or harassment against any person because of race, color, religion, sex, national origin, ancestry, age, order of protection status, genetic information, marital status, disability, sexual orientation including gender identity, unfavorable discharge from the military or status as a protected veteran and will comply with all federal and state nondiscrimination, equal opportunity and affirmative action laws, orders, and regulations. This nondiscrimination policy applies to student admissions and employment. We invite you to become a part of our community and FXW makes a deliberate effort to employ faculty and staff of diverse races, ethnicities, and backgrounds. No phone calls please. Mission Statement The Frances Xavier Warde School is a Catholic elementary school in downtown Chicago that provides an excellent academic, values-oriented education to students of all ethnic, religious, cultural and socio-economic backgrounds in a child-centered urban environment. As a keystone of its diverse community, The Frances Xavier Warde School provides need-based scholarships to thirty percent of its students. The Frances Xavier Warde School partners with its families, nurtures faith development for its Catholic students, and engages all its students to learn about and respect other faith traditions. The Frances Xavier Warde School uses a rigorous curriculum that enables students to grow, clarify their values, and develop decision-making skills and a sense of responsibility for themselves and the world they will inherit. 

Job Description & RequirementsPrimary Care Clinical Faculty New Medical SchoolStartDate: ASAP Pay Rate: $200000.00 - $250000.00 Embark on a groundbreaking journey at a newly established medical school and sculpt the minds of future healthcare leaders. Roseman University in vibrant Las Vegas seeks Family or Internal Medicine Faculty Teacher for a new medical school. This position blends 80% of your time in an academic setting, with 20% dedicated to clinical practice. You can shape your schedule and choose your clinical setting, ensuring harmony between professional growth and personal fulfillment. As a vital contributor to our mission of serving the underserved, you'll educate and inspire a growing student body. Opportunity Highlights• Make your impact by being part of a novel medical school program and helping shape its future• Have an active say in schedule flexibility, with a Full-Time Equivalent down to 0.7• Help craft a cutting-edge curriculum as a core faculty member and influence the next generation of healthcare• Forge your success by setting personal benchmarks in research and academic promotion• Join at a pivotal moment as the school shapes the curriculum for the first cohort of 60 students. Community Information - Live in Family-Friendly Las Vegas, NevadaBeyond the bright lights of the Las Vegas Strip, you will find one of the country's most culturally rich and diverse communities. Home to 2.2 million people, the Las Vegas metropolitan area offers an incredible lifestyle for individuals and families.• Las Vegas is a Best Place to Live and Retire in America (US News)• Exceptional Livability Score from Area Vibes with A+ grades for Amenities, Commute, and Housing, and an A grade for Cost of Living• Nevada is a physician-friendly tort reform state with no state income tax• Lower cost of living compared to other major US cities; median home costs in Los Angeles ($883,400) versus Las Vegas ($334,000)• Immediate access to outstanding year-round outdoor recreation: hiking, mountain climbing, skiing, water sports, golfing, and more• Professional sports city with NHL and NFL teams, and an MLB team coming soon• Enjoy a selection of the best fine dining, shopping, and entertainment in the worldFacility LocationOffering all the glitz, glamour, and fun of Las Vegas in a more residential and manageable setting, Henderson is known for family-focused amenities, championship golf courses, miles of trails and open spaces, and Nevada's largest outdoor amphitheater. The Vegas Strip, Hoover Dam, and the beautiful Lake Mead are just minutes away. In 2007, Henderson was ranked as the sixth best walking city in America. Job BenefitsAbout the CompanyAt AMN Healthcare, we strive to be recognized as the most trusted, innovative, and influential force in helping healthcare organizations provide quality patient care that continually evolves to make healthcare more human, more effective, and more achievable.Family Practice Physician, Family Practice Md, Family Practice, Family Doctor, Primary Care, Fp, Fm, Physician, Healthcare, Health Care, Patient Care, Hospital, Medical, Doctor, Md, family-practice-medicine, family practice, family medicineCompensation Information:$200000.0 / Annually - $200000.0 / AnnuallyStarting At: 200000.0 AnnuallyUp To: 250000.0 Annually

Current Employees:If you are a current Staff, Faculty or Temporary employee at the University of Miami, please click here to log in to Workday to use the internal application process. To learn how to apply for a faculty or staff position using the Career worklet, please review this tip sheet.The Department of Physical Therapy is currently seeking a temporary Teacher Assistant to work in Coral Gables, FL. The Teacher Assistant provides grading support for undergraduate classes; development of rubrics for formative and summative assessments; examination and measured assessment of student work; provide quantitative and qualitative feedback to students; data entry and statistical analysis of results.CORE JOB FUNCTIONSHelps Teachers with lesson preparation, including collecting materials and setting up equipment. Reviews lessons or lectures with students on a one-on-one basis or in small groups.Supervises students in class, between classes, and during examinations.Assists with tracking attendance, grading assignments, and calculating grades.Gives extra help to students who need special accommodations or are struggling with a concept. Assists students with special learning requirements, including disabilities or English as a second language students.Attends faculty meetings and parent conferences as needed.Collaborates with the Teacher to identify students' issues and recommend solutions.Observes the state, school and class rules, and regulations.Adheres to University and unit-level policies and safeguards University assets.CORE QUALIFICATIONSEducation:High school diploma or equivalentExperience: Minimum 1 year of experienceDepartment Specific FunctionsThe Teacher Assistant will work within the Department of Physical Therapy, supporting the delivery of Gross Anatomy courses. The primary responsibility of the Teacher Assistant will be to assist in open labs and dissection sessions. This includes providing guidance and support to students during dissection activities, ensuring safety protocols are followed, and facilitating the learning process in the laboratory setting. The Teacher Assistant will collaborate with course instructors to prepare materials, set up laboratory equipment, and organize instructional resources. Additionally, they may assist in grading assignments, conducting review sessions, and providing supplemental instruction as needed. The role requires strong communication skills, attention to detail, and a solid understanding of human anatomy. The Teacher Assistant will play a key role in enhancing the educational experience of the Doctor of Physical Therapy students enrolled in Gross Anatomy courses.Department Specific QualificationsEducation:Bachelor's degree requiredExperience:Successful completion of Gross Anatomy I and IIKnowledge, Skills and Attitudes:The role requires strong communication skills, attention to detail, and a solid understanding of human anatomy.#ED-LI1The University of Miami offers competitive salaries and a comprehensive benefits package including medical, dental, tuition remission and more.UHealth-University of Miami Health System, South Florida's only university-based health system, provides leading-edge patient care powered by the ground breaking research and medical education at the Miller School of Medicine. As an academic medical center, we are proud to serve South Florida, Latin America and the Caribbean. Our physicians represent more than 100 specialties and sub-specialties, and have more than one million patient encounters each year. Our tradition of excellence has earned worldwide recognition for outstanding teaching, research and patient care. We're the challenge you've been looking for.Patient safety is a top priority. As a result, during the Influenza ("the flu") season (September through April), the University Of Miami Miller School Of Medicine requires all employees who provide ongoing services to patients, work in a location (all Hospitals and clinics) where patient care is provided, or work in patient care or clinical care areas, to have an annual influenza vaccination. Failure to meet this requirement will result in rescinding or termination of employment.The University of Miami is an Equal Opportunity Employer - Females/Minorities/Protected Veterans/Individuals with Disabilities are encouraged to apply. Applicants and employees are protected from discrimination based on certain categories protected by Federal law. Click here for additional information.Job Status:Part timeEmployee Type:Temporary-IntermittentPay Grade:H2

Primary School Certifying Official - Education Benefits AdvisorJob No: 538323Work Type: Locations: San DiegoCategories: Unit 4 - APC - Academic Professionals of California, Probationary, Full Time, Student Services, On-site (work in-person at business location) Position SummaryUnder general supervision of the Military and Veterans Program (MVP) Director, the Primary School Certifying Official - Education Benefits Advisor (PSCO-EBA) serves as the MVP main point of contact for the DoD's Memorandum of Understanding (MOU) enabling the university to support active military service members to use Tuition Assistance (TA) funding. This includes but is not limited to: program application submission, program compliance with DoD regulations, coordination with internal and external agencies for tuition coverage, preparing annual VA application to the State Approving Agency (SAA) to be authorized to certify VA education benefits. Responsible for knowledge and implementation of current policies, regulations, and procedures administered by the VA, DoD, and the CSU System. Duties and responsibilities encompass complex federal and state education benefit related outreach activities, comprehensive communication, advice, and guidance to a highly visible student population, service members, military family members, and veterans. The person serving in this position will use sound judgment and professionalism in recognizing, seeking, coordinating, establishing, and maintaining communication networks across organizational lines with appropriate institutions and representatives in order to educate, communicate, advise, and guide constituencies about military related education benefits and opportunities available to students, means of access, available resources and support structures all the while staying within the guidelines of compliance and regulatory requirements. In addition, this position will be responsible for knowledge and implementation of current policies, regulations, and procedures administered by the VA, DoD, and the CSU System. The incumbent is also responsible for maintaining compliance outlined within the DoD MOU regarding how information is disseminated to students informing students of changes in VA and DoD policies and regulations by way of; printed material, email, website updates, and social media platforms. This is a full-time (1.0 time-base), benefits eligible, permanent/probationary position. This position is designated exempt under FLSA and is not eligible for overtime compensation. Standard SDSU work hours are Monday - Friday, 8:00 a.m. to 4:30 p.m., but may vary based on operational needs.The individual hired into this role will work on campus at SDSU in San Diego. Department SummarySDSU MVP is the California State University (CSU) system's flagship veteran's resource center and the first veteran's center in the system. The Military and Veterans Program (MVP) is a component within Student Affairs and Campus Diversity which directs, manages and provides services for all aspects of the veteran, active duty, reserve and dependent programs for San Diego State University undergraduate and graduate students. The MVP manages all veteran and military-connected support services and events for the campus and serves as the primary source of Department of Veterans Affairs (VA), Department of Defense (DoD), California Department of Veterans Affairs (CalVet), and other agencies.Division of Student Affairs and Campus Diversity The Division works proactively to address systemic inequities through professional learning, community building, advocacy, policy recommendations and organizational structures, while facilitating an integrated vision and shared responsibility for prioritizing and advancing institutional goals. We aim to foster an affirming campus culture based on the core values of excellence, equity, diversity, belonging and inclusion through: Recruiting and retaining faculty and staff who are reflective of the diverse student body and communities served by SDSU, and recruiting students who are representative of the rich diversity of the region and the world; Fostering an environment that is welcoming, affirming, and empowering for students, faculty, staff and alumni of all backgrounds; Enhancing the career and educational pathways of a diverse student body, the faculty and staff, including enhancing the learning environment and expanding learning opportunities for all students inside and outside the classroom, and expanding and connecting opportunities for students to participate in transformational experiences; Developing leaders who believe in and lead others toward supporting civility, mutual respect and diversity in our society and workplaces; and Cultivating relationships with the local community that advance the well-being of diverse individuals and communities. Position upholds the Student Affairs and Campus Diversity Statement on Diversity, Equity, and Inclusion, specifically:“The Division of Student Affairs and Campus Diversity acknowledges and honors the inherent value and dignity of all individuals by creating and nurturing a learning and working environment that affirms and leverages our community's diversity of traditions, heritages, perspectives, and experiences. We are committed to fostering a culture of inclusive excellence designed to facilitate the personal and professional success, growth, development, and well-being of all members of our community. We manifest this commitment through our innovative, strategic, and collaborative efforts to develop leaders who believe in and lead others toward practicing civility, mutual respect, and inclusion in our workplaces and society.”For more information regarding the Joan and Art Barron Veterans Center, click here. Education and ExperienceEquivalent to graduation from a four-year college or university in a related field; including or supplemented by upper division or graduate course work in counseling techniques, interviewing and conflict resolution where such are job related. Possession of the required knowledge and abilities is typically demonstrated through the equivalent of three years of progressively responsible professional student services work experience. One year in the program area to which assigned may be preferred but is not required.A master's degree in counseling, Clinical Psychology, Social Work, or a directly related field may be substituted for one year of experience. A doctorate degree and the appropriate internship or clinical training in counseling or guidance may be substituted for the three years of experience for positions with a major responsibility for professional career or personal counseling. Key Qualifications Knowledge of VA data systems (i.e. “Enrollment Manager”, “Tungsten Network”). Thorough Knowledge, experience, and ability to actively plan and manage for compliance surveys/ audits conducted by state or federal compliance and regulatory offices. Excellent presentation skills and experience presenting to diverse audiences of varying size. Experience with and/or knowledge of VA education benefits and/or other benefit programs. Experience working with the military/veteran population. Ability to rapidly gather information and resources to answer questions from prospective students, current students, and/or family members regarding financial aid, housing, majors, student life, and other campus-related concerns. Ability to assess and interpret the effectiveness of policy and procedures and develop meaningful and useful recommendations for improvements. Demonstrated time and management skills, ability to work independently, and a proven team member to successfully accomplish multiple tasks and/or projects. Compensation and BenefitsStarting salary upon appointment is not expected to exceed $5,025 per month. Salary placement is determined by the education, experience, and qualifications the candidate brings to the position, internal equity, and the hiring department's fiscal resources.San Diego State University offers a rich benefits package that constitutes a major portion of total compensation. For more information regarding SDSU benefits, please click here.CSU Classification Salary Range: $5,025 - $7,159 per month. Diversity and Community at SDSUAt SDSU, our diversity gives us power and benefits every single member of our community. Through our commitment to equity and inclusion, we encourage all members of our community to purposefully learn from one another through open and respectful dialogue and responsible engagement. For more information, click here.Principles of CommunityAt San Diego State University, we are a community of diverse individuals who have and represent many perspectives, beliefs and identities. This diversity lends our community strength, and we commit to creating and sustaining an inclusive and intellectually vibrant environment that benefits all members of our university. SDSU's Principles of Community is an aspirational statement that is intended to evolve over time. The statement reflects the ideals we are encouraged to uphold in our interactions with one another. Supplemental InformationInitial review of the required application materials, including cover letters and resumes, will begin on May 7, 2024. To receive full consideration, apply by May 6, 2024. The position will remain open until filled.The person holding this position is considered a ‘mandated reporter' under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. San Diego State University is not a sponsoring agency for staff or management positions (e.g., H-1B visa). Applicants must currently be authorized to work in the United States on a full-time basis. Offers of employment are contingent upon the presentation of documents that demonstrate a person's identity and authorization to work in the United States, which are consistent with the provisions of the Immigration Reform and Control Act. A background check (including a criminal records check) must be completed satisfactorily and is required for employment. SDSU will make a conditional offer of employment, which may be rescinded if the background check reveals disqualifying information, and/or it is discovered that the candidate knowingly withheld or falsified information. Failure to satisfactorily complete the background check may affect the continued employment of a current SDSU employee who was conditionally offered the position.SDSU is a smoke-free campus. For more information, please click here.SDSU is an Equal Opportunity Employer that considers all qualified candidates for employment and does not discriminate on the basis of race, religion, color, ancestry, age, disability, genetic information, gender, gender identity, gender expression, marital status, medical condition, national origin, sex, sexual orientation, covered military and veteran status, or any other protected characteristic or status. Reasonable accommodations will be provided for qualified applicants with disabilities who request an accommodation by contacting Eurick Hilario at [email protected]: Apr 22, 2024 (9:00 AM) Applications Close: Open until filledTo apply, visit https://careers.sdsu.edu/en-us/job/538323/primary-school-certifying-official-education-benefits-advisorCopyright ©2024 Jobelephant.com Inc. All rights reserved.Posted by the FREE value-added recruitment advertising agency jeid-1f25bde9c810c049b96ea4aa3ba9a726