Openings as of 3/11/2026
PURPOSE STATEMENTTo help students resolve such nonacademic problems as may interfere with their getting the greatest benefit from the school's educational opportunities and to help them achieve the fullest benefits from the school's nonacademic program, services and offerings. ESSENTIAL FUNCTIONSThe list of duties and responsibilities is illustrative only and is not a comprehensive listing of all the duties and responsibilities performed by this position.
SUPERVISORY RESPONSIBILITIESCulture and climate of the building, as well as security officers and substitute teachers assigned to the school. QUALIFICATIONSTo perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Knowledge of:
Skill in:
Ability to:
EDUCATION AND EXPERIENCEMust have a minimum of three (3) years of successful teaching experience at the middle/high school level. Must possess good oral and written communication skills. Must establish and maintain good professional relationships with staff, parents, and students. CERTIFICATION/LICENSESMust hold or be eligible Professional Educators or Building Level administrative License. PHYSICAL DEMANDSThe physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Sedentary Work: Exerting up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met. Specific vision abilities required by this job include the ability to adjust focus. Required Testing Clearances
EQUAL EMPLOYER OPPORUNITY
PURPOSE STATEMENT
The High School Principal serves as the instructional leader and lead culture architect of the school. The Principal is responsible for advancing academic excellence, ensuring high-quality instruction, fostering a safe and inclusive school climate, and serving as a transformational change agent aligned to district strategic priorities.
The Principal provides visionary leadership to promote the academic, social, emotional, and post-secondary success of every student. The role requires leading curriculum, instruction, assessment, staff development, and operational systems while cultivating a positive, high-expectations culture grounded in accountability, equity, and continuous improvement.
ESSENTIAL FUNCTIONS
The list of duties and responsibilities is illustrative only, and is not a comprehensive listing of all the duties and responsibilities performed by this position.
Instructional Leadership & Academic Excellence
Culture & Climate Leadership
Leadership & Management
Family & Community Engagement
School Improvement & Accountability
Additional Responsibilities
• Prepares and supervises required reports, records, and documentation.
• Maintains regular attendance and punctuality.
• Performs other duties as assigned to ensure an efficient and effective school environment.
SUPERVISORY RESPONSIBILITIES
All certified and classified personnel assigned to the high school, including instructional, support, and operational staff.
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Knowledge of:
EDUCATION AND EXPERIENCE
A Master's degree in education, educational administration or a related area from an accredited college or university. A minimum of five (5) years of successful teaching experience. Demonstrated supervisory (administrative) experience in a secondary school preferred. Previous administrative/supervisory experience.
CERTIFICATION
Must hold or be eligible Professional Educators and Building Level administrative License.
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Sedentary Work: Exerting up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met.
Specific vision abilities required by this job include the ability to adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The Middle School Co-Principal serves as the instructional leader and lead culture architect of the school. The Co-Principal is responsible for advancing academic excellence, ensuring high-quality instruction, fostering a safe and inclusive school climate, and serving as a transformational change agent aligned to district strategic priorities.
The Co-Principal provides visionary leadership to promote the academic, social, emotional, and post-secondary success of every student. The role requires leading curriculum, instruction, assessment, staff development, and operational systems while cultivating a positive, high-expectations culture grounded in accountability, equity, and continuous improvement.
All certified and classified personnel assigned to the middle school, including instructional, support, and operational staff.
This position shall have responsibility for examining and treating minor sports injuries within the level and scope of his or her first aid training and will provide reasonable observation and care to more serious injuries until qualified medical staff can be reached.
· Examines student-athletes and treats injuries within the scope of training and/or refers student-athletes to appropriate practitioner or clinic or arranges for transport to local hospital.
· Provides standard first aid treatment for injuries not considered serious, which may include cleaning injured areas and applying antiseptic, salves, ointments, or bandages.
· · During treatment, maintains compliance with OSHA’s bloodborne pathogen standards.
· · Collect, review and maintain all physical examination records.
· · Maintains required records and documentation including log of injuries and illnesses requiring first aid treatment.
· · Maintains adequate inventory of first aid supplies; requests additional supplies when needed.
· · Maintains neat and tidy first aid room.
· · Ensures a safe environment for practices and competition.
· Student-Athletes during practice & competition.
· First-Aid Room
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or
ability required. Reasonable accommodations to enable individuals with disabilities to perform the essential functions may be applied.
· Health, physical education and athletics.
· Understand, apply and utilize a computer and related software applications such as Microsoft Office.
· Using modern office equipment.
· Utilization of Event Management systems for scheduling, knowledge of Huddl software is a plus.
· Ability to remain calm and tactful in stressful situations.
· Ability and willingness to work with open cuts, burns, and other injuries.
· Good judgment and evaluation skills.
· Engage in self-evaluation with regard to leadership, performance and professional growth.
· Assist in the preparation of state reports and other required reports as needed.
· Establish and maintain cooperative working relationships with others contacted in the course of work.
Bachelor’s Degree required. Successful completion of American Red Cross first aid and CPR courses or equivalent training with another organization required.
Must have a valid Motor Vehicle Operator’s License and ability to provide own transportation.
Sedentary Work: Exerting up to 50 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Willing to work various days at different times. Including weekends.
Required Testing
· Drug Test
· Fingerprinting/Background Clearance
To provide a middle school cross country program to meet the needs of students in the Gary Community School Corporation.
The list of duties and responsibilities is illustrative only and is not a comprehensive listing of all the duties and responsibilities performed by this position.
Students.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required.
The Middle School Cross Country Coach is responsible for all aspects related to and practicing with conducting practices and games, working on individual player development, supervising pre-season and conditioning programs, assisting with, promoting, and maintaining positive public relations. Successful candidate must be committed to the academic success of student-athletes and be committed to their personal growth and social development. Successful candidate must be fully committed to all GCSC, State, and National policies and procedures.
A High School Diploma is required. Demonstrate excellent oral and written communication skills, and should have previous coaching experience.
CERTIFICATION/LICENSES
To be determined
Required Testing Clearances
EQUAL OPPORTUNITY EMPLOYER
To provide a middle school track and field program to meet the needs of students in the Gary Community School Corporation.
The Middle School Track & Field Coach is responsible for all aspects related to and practicing with conducting practices and games, working on individual player development, supervising pre-season and conditioning programs, assisting with, promoting, and maintaining positive public relations. Successful candidate must be committed to the academic success of student-athletes and be committed to their personal growth and social development. Successful candidate must be fully committed to all GCSC, State, and National policies and procedures.
To be determined.
Required Testing Clearances:
· Drug Test · Background Clearance/CPS Check EQUAL OPPORTUNITY EMPLOYER
To provide a middle school volleyball program to meet the needs of students in the Gary Community School Corporation.
The Middle School Volleyball Coach is responsible for all aspects related to and practicing with conducting practices and games, working on individual player development, supervising pre-season and conditioning programs, assisting with, promoting, and maintaining positive public relations. Successful candidate must be committed to the academic success of student-athletes and be committed to their personal growth and social development. Successful candidate must be fully committed to all GCSC, State, and National policies and procedures.
To provide a high school football program to meet the needs of students in the GCSC.
Passion
Perseverance
Communication
Imagination
Observation
Service Learning Projects
Patience
Leadership
Good communication skills
Mentoring
Tutoring
Positivity
Student-athletes must be supervised at all times before, during, and after practice, including during pick-up and drop-off periods.
The Head Football Coach is responsible for all aspects related to and practicing with conducting practices and games, working on individual player development, supervising pre-season and conditioning programs, assisting with, promoting, and maintaining positive public relations. Successful candidate must be committed to the academic success of student-athletes and be committed to their personal growth and social development. Successful candidate must be fully committed to all GCSC, State, and National policies and procedures.
Demonstrate knowledge of football fundamentals and programs
Use of technology and media assistance to enhance the football program
Experience in coaching and applying disciplinary requirements
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The FUSE studio is a non-traditional classroom, designed around flexible student learning spaces.
Drug Test
To provide a middle school basketball program to meet the needs of students in the Gary Community School Corporation.
The Middle School Basketball Coach is responsible for all aspects related to and practicing with conducting practices and games, working on individual player development, supervising pre-season and conditioning programs, assisting with, promoting, and maintaining positive public relations. Successful candidate must be committed to the academic success of student-athletes and be committed to their personal growth and social development. Successful candidate must be fully committed to all GCSC, State, and National policies and procedures.
PURPOSE STATEMENT To assist the Head Coach to meet the needs of the students in the GCSC.ESSENTIAL FUNCTIONS The list of duties and responsibilities is illustrative only and is not a comprehensive listing of all the duties and responsibilities performed by this position.• Patience • Passion• Leadership • Perseverance• Good communication skills • Communication• Mentoring • Imagination• Tutoring • Observation• Positivity • Service Learning Projects SUPERVISORY RESPONSIBILITIES Students. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Knowledge of: All aspects related to and practicing with conducting practices and games, working on individual player development, supervising preseason and conditioning programs, assisting with, promoting, and maintaining positive public relations. Successful candidate must be committed to the academic success of student-athletes and be committed to their personal growth and social development. Successful candidate must be fully committed to all GCSC, State, and National policies and procedures.Skill in: • Demonstrate knowledge of football fundamentals and programs • Use of technology and media assistance to enhance the football program • Experience in coaching and applying disciplinary requirements
Ability to: • Complete and assist the Athletic Director with a meaningful schedule • Plan and coordinate practices and travels for games home and away • All other assigned duties and assignments relating to the athletic department EDUCATION AND EXPERIENCE A High School Diploma is required. Demonstrate excellent oral and written communication skills, and should have previous coaching experience. CERTIFICATION/LICENSES To be determined PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Specific vision abilities required by this job include the ability to adjust focus. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The FUSE studio is a non-traditional classroom, designed around flexible student learning spaces. Required Testing Drug Test Background and CPS Check
METHOD OF APPLICATION:
Gary Community School Corporationwww.garycsc.k12.in.us
GCSC IS AN EQUAL OPPORTUNITY EMPLOYER
To achieve and maintain standards of excellence in the teaching of career education.
· Coordinates the development of the district’s welding job preparation plan.
· Provides instruction in the areas of shop, oxygen-actylene equipment, arc/MIG/TIG welding, carbon arc cutting, fitting and fabrication, metallurgy, blueprint reading, pipe fitting and pipe welding.
· Organizes and supervises Vocational and Industrial Clubs of America student organization.
· Develops programs to promote the elimination of sex bias, sex stereotyping and the negative profiling of special needs students.
· Assists with the selection and ordering of state of the art equipment, instructional materials and supplies.
· Attends professional meetings to stay abreast of both program curriculum and job opening opportunities according to labor market demands.
· Maintains regular attendance and punctuality.
· Assists other personnel as may be required for the purpose of ensuring an efficient and effective working environment.
Knowledge of
· Curriculum Development and operations.
· Using a computer and related software applications.
· Develop promotional materials for the welding program.
A minimum of five years welding experience required. Must have good interpersonal skills. Must demonstrate written and oral communication skills. Ability to work well with students, parents, teachers and administrators. Ability to coordinate programming and instruction with local agencies and organizations.
Must hold a Welding license.
Clearances
· Background Clearance
PURPOSE STATEMENT To develop students' skills and competence in Computer Science, as well as an understanding of the application of science in the solution of practical problems. ESSENTIAL FUNCTIONS The list of duties and responsibilities is illustrative only, and is not a comprehensive listing of all the duties and responsibilities performed by this position.
EDUCATION AND EXPERIENCE Bachelor’s degree (minimum) in Science. Successful teaching experience desirable. CERTIFICATION Certificate, teaching license for area in which applying to teach, or other legal credential required. PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Sedentary Work: Exerting up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met. Specific vision abilities required by this job include the ability to adjust focus. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. TRAVEL REQUIREMENTS Travels to school district buildings and professional meetings as required. REQUIRED TESTING Drug Test Background and CPS Check CLEARANCES Fingerprinting/Background Clearance EQUAL OPPORTUNITY EMPLOYER
PURPOSE STATEMENT To develop students' skills and competence in biology, as well as an understanding of the application of science in the solution of practical problems. ESSENTIAL FUNCTIONS The list of duties and responsibilities is illustrative only, and is not a comprehensive listing of all the duties and responsibilities performed by this position.
PURPOSE STATEMENT To develop students' skills and competence in physics; develops students skills and abilities in scientific methods and problem-solving, as well as an understanding of the application of physics in the solution of practical problems. ESSENTIAL FUNCTIONS The list of duties and responsibilities is illustrative only, and is not a comprehensive listing of all the duties and responsibilities performed by this position.
PURPOSE STATEMENT To develop students' skills and competence in one or more fields of science, including general science, earth science, biology, physiology, chemistry, and physics; develops students skills and abilities in scientific methods and problem-solving, as well as an understanding of the application of science in the solution of practical problems. ESSENTIAL FUNCTIONS The list of duties and responsibilities is illustrative only, and is not a comprehensive listing of all the duties and responsibilities performed by this position.
PURPOSE STATEMENT Under the general supervision of the School Principal, to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living by implementing district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment. ESSENTIAL FUNCTIONS The list of duties and responsibilities is illustrative only, and is not a comprehensive listing of all the duties and responsibilities performed by this position.
EDUCATION AND EXPERIENCE Bachelors from an accredited college or university in education discipline applicable to teaching assignment. Masters Degree in Special Education. CERTIFICATION State Certification as a Special Education Teacher. PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Sedentary Work: Exerting up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met. Specific vision abilities required by this job include the ability to adjust focus. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. TRAVEL REQUIREMENTS Travels to school district buildings and professional meetings as required. REQUIRED TESTING Drug Test Background and CPS Check CLEARANCES Fingerprinting/Background Clearance EQUAL OPPORTUNITY EMPLOYER
OVERVIEW
The Gary Community School Corporation (GCSC) is dedicated to engaging families and the community as active partners in student success. To elevate engagement and communication across schools and the district, the FACE Specialist serves in a leadership capacity—supporting multiple schools while providing direct support to district-level communications.
The FACE Specialist expands upon the responsibilities of the FACE Liaison by managing communications across two assigned schools, supporting district initiatives, assisting with district-wide communications strategies, and ensuring alignment with the district’s vision. The Specialist will also support digital platforms, district board meetings, and parent leadership initiatives while cultivating relationships across schools, families, and the broader community.
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The FACE Specialist strengthens the connection between families, schools, and the district by coordinating communication efforts, ensuring families are well-informed, and empowering parents to participate meaningfully at the school and district level. This role ensures effective communication across digital and in-person platforms, serving as a district partner in building a culture of collaboration and engagement.
District-Level Communications
· Assist with management of the full district website, including school-level web pages, ensuring accuracy and consistency across platforms.
· Support the planning, preparation, and communications for School Board meetings (e.g., agendas, presentations, community updates, and summaries).
· Assist in implementing communication strategies that promote district initiatives, events, and campaigns.
· Serve as a content contributor for district newsletters, press releases, and other public-facing communication.
· Coordinate with district leadership to ensure consistent messaging across schools.
School-Level Support (Two Assigned Schools)
· Manage and maintain social media platforms, websites, and parent-facing calendars for assigned schools.
· Support FACE Liaisons in their engagement efforts, serving as a mentor and resource when needed.
· Collect and publish school highlights, success stories, and community engagement activities.
· Facilitate two-way communication between school administrators, staff, families, and the district office.
Parent Leadership & Engagement
· Recruit, encourage, and support parent representatives for the Parent Advisory Council (school level) and Parent Partnership Council (district level).
· Organize and promote parent engagement opportunities at both the school and district levels.
· Serve as a liaison between families and district staff to elevate parent voice and feedback.
· Develop resources and guides to help families navigate academic programs, district initiatives, and community supports.
Community & Relationship-Building
· Build and maintain strong, trust-based relationships with families, educators, and community partners.
· Represent GCSC at community meetings, events, and family engagement activities.
· Ensure that communication efforts are culturally responsive and accessible to all families.
· Support bilingual communication efforts when possible (Spanish/English preferred).
Skills in:
· Social media management, website content management (WordPress or similar), and digital communication tools.
· Microsoft Office Suite, Google Workspace, and Adobe Creative tools (preferred).
· Strong oral and written communication (bilingual English/Spanish strongly preferred).
· Project management and organizational skills with the ability to manage multiple priorities.
· Building relationships and working effectively with diverse stakeholders.
· Lead communication and engagement efforts across multiple schools and district-level initiatives.
· Represent the district in public meetings and community settings.
· Develop parent leadership pipelines and support councils at the school and district level.
· Work independently, take initiative, and collaborate with colleagues.
· Manage time effectively and meet deadlines in a fast-paced environment.
EDUCATION & EXPERIENCE
· Minimum of 3–5 years of progressively responsible work experience in education, communications, public relations, family engagement, or community outreach.
· Demonstrated experience managing social media, websites, or other digital communication platforms.
· Prior experience engaging families, coordinating events, or working with community-based organizations required.
· Experience supporting school or district communications, parent leadership, or Title I initiatives strongly preferred.
· Associate’s or Bachelor’s degree in communications, education, or related field is a plus but not required with comparable work experience.
None required.
· Sedentary work: exerting up to 10 pounds occasionally and/or a negligible amount frequently.
· Sitting most of the time; occasional walking/standing required.
· Ability to travel between schools and attend evening/weekend events as needed.
· Office, school, and community-based.
· Frequent interaction with parents, staff, administrators, and community organizations.
· May require flexible hours, including evenings and weekends, to support events.
Required Testing / Clearances
· Pre-placement Medical Exam
The responsibilities of the School Site Coordinators are to:
· Establish and lead a Student Support team and process in the school that identifies and responds to the strengths and personal developmental needs of each and every child in the school.
· Connect students to a range of prevention, early intervention and intensive services programs
that address the physical, emotional, cognitive, and social development of each student.
· Develop and enhance community partnerships with varied community agencies to meet the
identified needs of students, families, and the school.
· Collaborate with school staff, including classroom teachers, to implement the City Connects
model.
· Promote the City Connects model of student support to the school community, families and
community agencies.
· Engage families and caregivers in understanding and supporting the education of their children
and the ways in which academic outcomes are enhanced by serving the social / emotional and
personal development needs of the child.
· Collect data on the implementation of the model and the delivery of services
Minimum Qualifications:
· Master’s degree in School Counseling or Social Work
· Licensed School Counselor, Licensed Pupil Adjustment Counselor, or Licensed Independent Clinical Social Worker (LCSW / LICSW) (IDOE Licensed is a plus.)
· Experience working in a school environment
· Evidence of culturally competent practices
· Ability to work collaboratively with a diverse staff, a diverse student body and families, as well as a team of professionals at both the school and the university.
The ideal candidate will possess the following experience and background:
• Experience and/or knowledge of elementary education;
• Communication skills via a second language, especially Spanish;
• Experience with an organization that uses data to guide practice.
REPORTS TO: Principal or Principal’s Designee
PURPOSE STATEMENT:
Teachers are needed to teach reading and writing skills in an afterschool program to students in grades 3 through 8 who may have experienced learning loss as a result of the COVID-19 pandemic. The afterschool program is geared towards students whose scores fell between the 30-50 percentile on standardized tests. This is a non-traditional afterschool program that will infuse the Hip Hop Music genre into its reading and writing program known as Flocabulary. In addition to reading and writing, teachers will incorporate College and Career Readiness (CCR) skills as well as Social and Emotional Learning (SEL) opportunities.
This afterschool program is funded by the Indiana Department of Education’s Student Learning Recovery Program (SLRP) Grant. The Gary Alumni Pathway to Students (GAPS), a 501c3 organization, is the recipient of this two-grant and has partnered with the Gary Community School Corporation to implement the SLRP in all its elementary and middle schools.
ESSENTIAL FUNCTIONS:
1. Provide the following support:
· Based upon the SY 2021 i-Ready, iLearn, and/or IEP data to identify students in grades 3 through 8 who need additional academic support in reading and writing;
· Use the Flocabulary online learning curriculum to teach and reinforce reading and writing skills.
· Use prescribed interventions for students to enhance their acquisition of social, emotional, cognitive, and college and career readiness skills;
· Document students’ progress on a weekly basis and provide bi-weekly progress reports;
· Use Flocabulary instructional and program support tools with fidelity; and
· Ensure aligned program supports according to the Indiana State Standards
2. Execute the following duties and responsibilities in collaboration with the student’s assigned classroom teacher, counselor or other identified staff:
· Meet and instruct identified students in the locations and at the times designated by the local school;
· Collaborative with other grade-level teachers, school personnel and the Director for the project to
share best practices;
· Use program assessments for progress monitoring purposes of student growth as required by the grant;
· Facilitate the implementation of the CCR activities and SEL activities that will be integrated into the afterschool program in addition to the academic component that will focus primarily on reading and writing;
· Establish and communicate to students, clear objectives for all lessons, units, and projects;
· Maintain accurate and correct records as required by law, GCSC policy, and administrative regulations;
· Analyze program data and adjust instructional strategies, as needed, to maximize the probability of student success and attendance;
· Teach students to work collaboratively to solve problems and to think logically and creatively; and
· Build effective relationships with parents and students through regular communication and bi-weekly progress reports available to students, parents, and Project staff for education related purposes, e.g., open house, conferences, program-related activities.
3. Participate in professional growth and development through in-person and virtual training sessions and attendance at corporation-sponsored in-services.
4. Maintain a strong, regular personal attendance record.
5. Other duties assigned by supervisor in collaboration with Director of the Project.
EDUCATION AND EXPERIENCE: Bachelor’s degree (minimum), three or more years of teaching experience preferred; but retired teachers, college students, and support personnel are welcome to apply.
CERTIFICATION: Not required.
QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
LANGUAGE SKILLS: Ability, both orally and in writing, to present information effectively and respond appropriately to questions and concerns from administrators, parents, students, and the general public.
REASONING ABILITY: Ability to define problems, collect and analyze data, establish facts, and draw valid conclusions. Ability to use available information and develop realistic long-term and short-term plans for curricular goals.
OTHER SKILLS AND ABILITIES: Ability to apply knowledge of current research and theory to the instructional program. Ability to establish and maintain effective relationships with students, staff, and parents through oral and written communication. Ability to perform duties with awareness of all corporation, state, and federal requirements. Ability to plan and implement lessons based on corporation and school objectives and student needs and abilities.
PHYSICAL DEMANDS: While performing the duties of this job, the employee is regularly required to speak, stand, talk, walk, see, hear, (corrected or uncorrected), and sometimes, to sit. The employee is occasionally required to climb, stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, and the ability to read small print.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level will vary depending on the daily activity.
The employee must often meet deadlines and must report to class and/or duty assignments on time.
The work environment includes inside and outside areas. The work environment includes exposure to sunlight; risk of being bitten by animals or insects; exposure to environmental allergens (grass, weeds, pollen, and trees) and occasional exposure to solvents, degreasers, pesticides, and/or herbicides. The employee may be exposed to CRT’s. The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.
