Openings as of 5/19/2026
PURPOSE STATEMENT
To 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 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.
Administers the extracurricular program of the school and responds to student-initiated requests for specific new extracurricular clubs, activities and programs.
Participates in the coordination, implementation and supervision of co-curricular activities.
Works with counselors, social workers, psychologists, teachers, and parents in the development and operation of an effective program for student adjustment.
Shares with the principal the responsibility for protecting the health and welfare of students.
Oversees all matters of student attendance.
Assists in the selection and the evaluation of paraprofessionals.
Resolves all discipline problems in a fair and just manner and maintains records of any disciplinary action taken.
Works with community and government agencies on problems relating to drug abuse and truancy from school.
Assumes other duties assigned by the Principal.
Maintains regular attendance and punctuality.
Assists other personnel as may be required for the purpose of ensuring an efficient and effective working environment.
SUPERVISORY RESPONSIBILITIES
Culture and climate of the building, as well as security officers and substitute teachers assigned to the school.
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:
Interpretation of school and district programs, policies and procedures to students, parents, staff and community.
Skill in:
Using a computer and related software applications.
Using modern office equipment.
Ability to:
Counsel individual students and, when necessary, make appropriate referrals for testing, guidance or psychological counseling.
EDUCATION AND EXPERIENCE
Must 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/LICENSES
Must hold or be eligible Professional Educators or 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.
Required Testing Clearances
Drug Test
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:
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
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.
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.
All certified and classified personnel assigned to the high school, including instructional, support, and operational staff.
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.
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.
These centers focus on high school students who have not been successful in a traditional classroom setting. Through one-on-one instruction, teachers guide and encourage students through the process of making positive choices about their education so they can become successful students and productive citizens.
Operates with general direction from the program administrator and functions as an integral part of the Gary Community School Corporation ALOP team in supporting and implementing Gary Community School Corporation initiatives.
Supports the program administrator in decision regarding the operation of the program and is an active and productive member of the site team.
Plans, organizes and implements appropriate instructional practices and strategies, specifically those endorsed by the Gary Community School Corporation, in a learning environment that guides and encourages students to develop and fulfill their academic potential.
Effectively uses curricular resources and delivery methods to promote student achievement and foster student engagement in the learning process.
Fosters a safe learning environment for all students and follows guidelines for addressing/reporting issues and incidents.
Students.
Relevant technology.
Curriculum, content areas and instruction.
Computer assisted instruction, teacher led instruction and small group collaboration.
Working with students with diverse needs.
Oral and written communication, instruction, curriculum, conflict resolution, multitasking, problem solving, decision making and organization.
Know and understand state and/or national content standards.
Be flexible and adapt to changing priorities and new initiatives.
Prioritize so that deadlines are met.
Bachelor's degree or higher from an accredited institution. Must meet professional teacher education requirements of the State of Indiana. Must have relevant teaching experience. Must have strong motivational skills.
Valid secondary teacher certification in a core subject.
Required Testing Certificates & Licenses
See Above
Pre-placement Medical Exam
Continuing Educ./Training Clearances
Fingerprinting/Background Clearance
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.
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.
To be determined
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 be determined.
PURPOSE STATEMENTTo assist the Head Football Coach to meet the needs of the students in the GCSC.
SUPERVISORY RESPONSIBILITIESStudents
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: The Asst. Football Coach is responsible for 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:
A High School Diploma is required. Demonstrate excellent oral and written communication skills, and should have previous coaching experience. CERTIFICATION/LICENSESTo be determined
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.
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 Background Clearance
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.
To help each participating student achieve a high level of skill, an appreciation for the values of discipline and sportsmanship, and an increased level of self-esteem.
Coaches individual participants in the skills necessary for excellent achievement in the sport involved.
Plans and schedules a regular program of practice in season.
Recommends purchase of equipment, supplies and uniforms, as appropriate.
Maintains necessary attendance forms, insurance records and similar paperwork.
Holds a pre-season parents meeting to explain all rules.
Holds a pre-season meeting with all perspective athletes.
Attends and runs an organized practice on all scheduled practice dates.
Helps prepare for home contests.
Attends all contests unless an emergency arises.
Attends required Indiana High School Athletic Association rules interpretation meetings.
Turns in a roster to the athletic secretary during the pre-season.
Checks on the eligibility of all athletes before the first event.
Determines and turns in transportation needs.
Prepares and turns in an inventory of all equipment, making sure that the records of equipment are accurate for equipment retrieval/collection.
Conducts an off season conditioning program (weights, running or workouts).
Inspects each facility prior to use to ensure the safety of the athletes.
Checks to make sure that all participants have physicals on file and have paid their insurance fees.
Ensures that copies of all team rules and award criteria for all levels are on file in the athletic director's office.
Ensuring students safety
All aspects of the sports medicine program and of emergency health and injury policies.
Enforcing discipline and sportsmanlike behavior at all times, establishing and overseeing penalties for breach of such standards by individual students.
Oversee the safety conditions of the facility or area in which assigned sport is conducted at all times when students are present.
High school diploma or equivalent. Must have expertise in the coaching area being taught. Must have the ability to communicate using good command of oral and written communication skills and work well with students, parents, staff, and community.
Coaches should, whenever possible, be regularly certified to teach in Indiana schools. Any non-teaching coach employed by a school, who does not hold a valid teaching license, shall complete a certified coaches education course prior to being employed for a second year. Head Football and Basketball coaches must hold a valid Indiana teaching license.
Previous experience as a lifeguard is preferred.
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.
Job Summary: We are seeking a dedicated and experienced Special Education Teacher specializing in Deaf and Hard of Hearing (DHH) education. The ideal candidate will possess a strong commitment to fostering an inclusive learning environment that meets the unique needs of students with hearing impairments. This role involves developing individualized education plans (IEPs), implementing effective teaching strategies, and collaborating with families and support staff to ensure student success. Key Responsibilities:1. Develop, implement, and monitor individualized education plans (IEPs) for students who are deaf or hard of hearing. 2. Create a supportive classroom environment that encourages student engagement and participation. 3. Utilize appropriate instructional strategies, materials, and technology to enhance learning for DHH students. 4. Assess student progress regularly and adjust teaching methods accordingly to meet diverse learning needs. 5. Collaborate with general education teachers, speech-language pathologists, audiologists, and other specialists to provide comprehensive support. 6. Communicate effectively with parents/guardians regarding student progress, challenges, and strategies for support at home. 7. Participate in professional development opportunities to stay current with best practices in special education and DHH instruction. 8. Advocate for the needs of DHH students within the school community. 9. Specialized and current knowledge of the subject matter to be taught and the techniques used in the area of specialization. 10. Specialized knowledge of modern teaching practices and principles utilized in educating deaf students. 11. Specialized knowledge of equipment that may be utilized as teaching aids. 12. Basic knowledge of audiology, oral rehabilitation and speech pathology. 13. Ability to evaluate the performance, skills and progress of a student. 14. Ability to include expressive and receptive skills in manual communication. 15. Perform additional duties as assigned.Qualifications: 1. Bachelor's degree in Special Education or related field; Master's degree preferred. 2. Valid Indiana state certification in Special Education with endorsement in Deaf and Hard of Hearing. 3. Experience working with students who are deaf or hard of hearing. 4. Strong knowledge of IEP development and implementation processes. 5. Proficiency in American Sign Language (ASL) is preferred but not required; willingness to learn is essential6. Excellent communication skills, both verbal and written. 7. A collaborative mindset with the ability to work effectively as part of a multidisciplinary team.EVALUATION:Performance in this position will be evaluated by the Director or Associate Director of Special Education. CERTIFICATION:See Above WORK ENVIRONMENT: The work environment characteristics described here are representative of those encountered while performing the essential job functions. Reasonable accommodations may be provided to enable individuals with disabilities to perform these functions. REQUIRED TESTING: ? Drug Test CLEARANCES:? Fingerprinting ? Background Check Application Process: If you are passionate about making a difference in the lives of students who are deaf or hard of hearing, we encourage you to apply. Please submit your resume along with a cover letter detailing your relevant experience and philosophy on special education. We look forward to reviewing your applicationEQUAL OPPORTUNITY EMPLOYER
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
Position Summary
Gary Community School Corporation (GCSC) is committed to building a highly qualified, diverse, and student-centered workforce. This posting serves as a general application for individuals interested in employment opportunities that may become available across the District. GCSC accepts applications on a rolling basis to establish a candidate pool for future vacancies.
---
Position Description
Individuals who are interested in contributing to the mission and vision of Gary Community School Corporation are encouraged to submit a general application for future consideration. While there may not be a current vacancy that aligns with your qualifications, applications will be reviewed as positions become available.
GCSC seeks candidates who are committed to fostering safe, supportive, and academically rigorous learning environments and who demonstrate professionalism, collaboration, and a commitment to continuous improvement.
Potential opportunities may include, but are not limited to:
• Certified Staff (Teachers, Instructional Specialists, Counselors, Nurses, etc.)
• Classified Staff (Paraprofessionals, Clerical, Support Staff)
• School Leadership (Deans, Assistant Principals, Principals)
• District Administration and Operations
• Facilities, Maintenance, Transportation, and Security Services
Qualifications
• Qualifications vary based on position and assignment
• Valid Indiana licensure or certification required for applicable roles
• Demonstrated ability to support student achievement and organizational effectiveness
• Commitment to equity, inclusion, and the success of all students
Additional Information
Submission of an application through this posting does not guarantee employment or an interview. Candidates will be contacted if their qualifications align with future openings.
Gary Community School Corporation reserves the right to evaluate candidates in accordance with Board policies, administrative guidelines, and applicable state and federal laws.
Equal Opportunity Statement
Gary Community School Corporation is an Equal Opportunity Employer and does not discriminate on the basis of race, color, national origin, sex, disability, age, religion, or any other legally protected status in accordance with applicable federal and state laws.
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 the respective 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 and provide supervision. WORK
ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of the job for which you are applying. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The Attendance Coach is responsible for improving student attendance by implementing proactive, data-driven strategies that remove barriers, engage families, and promote a culture of daily attendance. This role works closely with school leadership, teachers, families, and community partners to ensure students attend school consistently and are supported holistically.
The Attendance Coach serves as both an advocate and accountability partner, ensuring that attendance is not just monitored—but improved through intentional action.
Key Responsibilities
Attendance Monitoring & Data Analysis
Student & Family Engagement
Intervention & Case Management
Schoolwide Attendance Initiatives
Collaboration & Leadership
Compliance & Documentation
Core Competencies
Must be a certified teacher. Demonstrate effective verbal and written communication skills. Ability to work well with all clientele.
N/A
The Academic Intervention Specialist provides targeted, data-driven academic support to students identified as academically at risk. This role supports students in building foundational skills across core content areas, including literacy and mathematics. The Intervention Specialist works to close achievement gaps by delivering high-quality, small-group instruction, supporting intervention systems, and collaborating with school staff to ensure students receive the support necessary for academic success.
Academic Intervention & Instruction
Data-Driven Instruction & Progress Monitoring
Student Support & Engagement
Collaboration & Instructional Support
Program Implementation & Compliance
Master's degree in reading, curriculum and instruction, or related field preferred
Experience providing academic intervention to at-risk students strongly preferred
Valid Indiana teaching license (Early Literacy endorsement preferred but not required)
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.
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.
The School Social Worker promotes and enhances the overall academic mission by providing services that strengthen home, school, and community partnerships and address barriers to learning and achievement. The School Social Worker should be knowledgeable in the role and duty of a social worker, child development, learning theory, and special education procedures and services to significantly contribute to the development of a healthy, safe, and caring environment. Such an environment is achieved by advancing the understanding of the emotional and social development of children and the influences of family, community, and cultural differences on student success along with the implementation of effective intervention strategies. Working with parents/guardians, teachers, school principal/principal's designee, and community-based resources, the school social worker implements strategies that promote students' positive school adjustment.
Identifies and assesses academic problems through analysis of factors impinging on student adjustment through the use of a variety of appropriate formal and informal tools and techniques including observations and interviews to evaluate the progress and performance of students and families.
Serves as a liaison between families and the school to positively promote collaborative processes in educational planning for students by encouraging parent/guardian participation in the school setting.
Completes psychosocial assessments to assist in the determination of special education services, identify needs that affect student learning, and to develop appropriate interventions for students, families, schools, and communities to include developmental histories, adaptive behavior scales, and classroom observations in accordance with family and student rights.
Develops long-term and short-term intervention plans consistent with curriculum; students' needs, strengths, diversity and life experiences; and social and emotional factors.
Provides services to students in ways that build upon individual strengths and offers students maximum opportunities to participate in the planning and direction of their own learning experience.
Provides parent/guardian educational workshops on identified issues related to child development, stress reduction, discipline and safety, and teacher/parent/student communication.
Collaborates with school staff and other school system personnel in implementing strategies to promote student learning.
Participates as members of the IEP, student support team, and other school based teams to develop interventions for promoting students' academic success. Serves on both school-based and system-wide committees to address educational issues, adjustment problems, safety issues, and program development for students.
Provides crisis intervention services.
Provides social work case management for students and families that support students' learning experience within the context of multicultural understanding and competencies.
Provides staff consultation on behavioral-emotional-environmental issues affecting student participation in the learning process.
Conducts staff development on issues related to social-emotional-environmental factors that impact learning.
Develops and provides training and educational programs that address the goals and mission of the educational institution.
Conducts classroom meetings, psycho-educational social skills groups, and classroom presentations on identified areas of concern for the students.
Maintains required records and submits appropriate documents for statistical reports with adherence to program standards in school social work.
Conducts home visits related to establishing communication and positive connections ?between the parent/guardian and school setting around identified issues.
Completes risk assessments on referred students.
Completes functional behavior assessments on identified students.
Completes classroom observations.
Advocates and facilitates change that effectively responds to the needs of students, families, and school systems using appropriate statutes, case law, policies, and procedures.
Serves as liaison with community agencies and assists in fostering communication between schools, parents/guardians, and community leaders.
Promotes collaboration, localization and mobilization of community resources to facilitate student access to these services and support the educational program.
Attends meetings and professional development activities as required.
Utilizes research and technologies to assist students, families, schools, and communities.
Initiates and supports activities to overcome institutional barriers and gaps in services as leaders and members of interdisciplinary teams with the unique contribution of bringing the home, school, and community perspective to the interdisciplinary process.
Conforms to the National Association of Social Work (NASW) Code of Ethics and Standards for School Social Work practice.
Maintains accurate case records and documentation.
Organizes time, resources, energy, and workload in order to meet responsibilities.
Participates in appropriate professional development activities to improve knowledge and skills.
Federal and state laws and regulations and abides by said laws and regulations with emphasis on persons with disabilities, child welfare, mental health, confidentiality, and student and parent rights.
Evaluate own practice and disseminate the findings to consumers, school districts, the community, and the profession in order to maximize the effectiveness of services and resources provided to students. By reflecting upon and evaluating one's practice, more effective services, and resources will be provided.
Master's Degree in Social Work (M.S.W.,) with a school social work concentration.??
Indiana Department of Education School Social Workers License and a Licensed Social Worker (LSW) and/or Licensed Clinical Social Worker (LCSW) social work license(s).
Position Summary:The Human Resources Intern provides administrative and clerical support to the Human Resources Department during a temporary assignment from May 2026 through August 2026. This position assists with daily office operations, personnel file maintenance, document preparation, and confidential recordkeeping while supporting HR staff in maintaining an efficient and organized work environment. The ideal candidate is detail-oriented, dependable, professional, and capable of handling sensitive information with discretion. This role offers valuable hands-on experience in human resources and general office procedures for students or individuals seeking to expand their administrative skills.
Essential Functions
The following duties are illustrative and not intended to be a comprehensive list of all responsibilities assigned to this position:
Supervisory Responsibilities
Knowledge, Skills, and Abilities
Education and Experience
Certification Requirements
Physical Demands
This position primarily involves sedentary work, requiring the ability to exert up to 10 pounds of force occasionally and/or negligible force frequently to lift, carry, push, pull, or move objects. Work is primarily performed while sitting, with occasional walking and standing. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform essential job functions.
To provide students and staff with an enriched Library Media Center environment containing a wide variety of materials in all formats that will invite intellectual growth and to aid all students in acquiring the skills needed to take full advantage of all Library Media Center resources and to become life long readers and learners.
Plans and administers the Library Media Center program.
Provides a climate that encourages students and staff to take full advantage of the Library Media Center and its resources.
Provides reference and bibliographic services for patrons.
Plans cooperatively with teachers to integrate information skill lessons into the curriculum.
Helps students develop skills in locating and using materials independently.
Provides reading guidance to students and promotes reading as a life-long activity.
Provides staff development for teachers in evaluation, selection and use of materials and equipment.
Assists students with the preparation of multimedia presentations.
Participates in department meetings, curriculum meetings and other instructional groups.
Oversees the annual inventory process.
Library Media Center operations and procedures, computer hardware and software applications used in the Library Media Center (Microsoft Office, Follett Automation, Hyper studio).
Evaluating, selecting and requisitioning new Library Media Center materials that will maintain a balanced relevant collection.
Operating computers and peripherals and other audiovisual equipment used in the Library Media Center, working with various learning styles.
Assist teachers in the selection of instructional materials and make Library Media Center materials available to supplement the instructional program.
Communicate effectively with staff and students, use good judgment in order to solve problems wisely, adapt to changing technologies and educational strategies.
Bachelor's Degree
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.
Summer Session: June 8, 2026 – July 30, 2026
Position Type: Temporary / Summer School Instructional AssignmentWork Schedule: Monday – Thursday, 8:30 AM – 1:15 PMCompensation: $37.50 per hourLocation: West Side Leadership Academy
Position Overview
Gary Community School Corporation is seeking highly qualified, student-centered educators to serve in Summer School Teaching Positions for both Elementary and High School programs. Summer school staff will provide standards-based instruction designed to strengthen academic achievement, support learning recovery, and promote student growth in alignment with Indiana Department of Education standards and district curriculum goals.
Selected candidates will deliver engaging instruction, assess student progress, and maintain a safe, supportive, and inclusive learning environment while supporting the academic and social-emotional needs of all learners.
Essential Duties and Responsibilities
Minimum Qualifications
High School Summer School Teachers:
Preferred Qualifications:
Physical Requirements
Terms of Employment
Gary Community School Corporation is an Equal Opportunity Employer and does not discriminate on the basis of race, color, national origin, sex, disability, age, religion, or any other protected status in accordance with federal and state laws.
Application Process
Interested applicants should submit:
Applications must be submitted through Gary Community School Corporation's designated hiring platform by the established deadline.
Gary Community School Corporation is committed to providing high-quality educational opportunities that support student achievement and success.
Position Type: Temporary / Summer School Instructional AssignmentWork Schedule: Monday – Thursday, 8:30 AM – 1:15 PMCompensation: $37.50 per hourLocation: Elementary Schools
Gary Community School Corporation is seeking highly qualified, student-centered educators to serve in Summer School Teaching Positions for Elementary programs. Summer school staff will provide standards-based instruction designed to strengthen academic achievement, support learning recovery, and promote student growth in alignment with Indiana Department of Education standards and district curriculum goals.
Elementary Summer School Teachers:
