Openings as of 4/28/2026
Assistant Elementary School PrincipalPosition Purpose
Essential Functions
Additional DutiesPerforms other related tasks as assigned by the Principal, Superintendent and other central office administrators as designated by the Superintendent. Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.Knowledge, Skills, and Abilities
Qualifications ProfileCertification/License:
Education
Experience
FLSA Status: Exempt
Qualifications: A Valid Indiana Teacher's License with Literacy Endorsement Reports To: Building Principal Assistant Superintendent Superintendent Position Goal: To provide grade level or subject level instruction for students in an elementary school setting. Performance Responsibilities
Terms of Employment: Hiring will be contingent upon approval by the Superintendent and School Board. Employment based upon building assignment and job performance. Evaluation: Performance of this job will be evaluated by the building administrators.
POSITION TITLE: Behavior Consultant
QUALIFICATIONS: Emotional Disability Teaching License; Social Work License; BCBA Certification; Experience in Behavior Management REPORTS TO: Director of Special Education and/or Director’s Administrative Designee SUPERVISES: Paraeducators in specific situations
JOB GOAL: To provide both direct and indirect support services for students with Autism Spectrum Disorder, emotional disabilities, or other disabilities who have behavioral support needs.
PERFORMANCE RESPONSIBILITIES:
PARTICIPATION IN GEI / RTI PROCESS: Participates in school general education initiative / response to intervention process.
REFERRAL PROCESS: Assists and guides teachers and parents in observing, describing, and referring suspected and identified students with emotional disabilities or autism spectrum disorder, or students who may require a behavior intervention plan.
EVALUATION: Conducts careful and efficient academic and behavioral assessments. Conducts formal and informal systematic behavioral observations.
REPORT WRITING: Completes required documentation, paperwork, and reports in a thorough and timely manner. Prepares written reports of evaluations within time guidelines as mandated by Article 7. Interprets relevant functional academic and behavioral assessment data that are user-friendly, intervention and results oriented.
COLLABORATES WITH TEACHERS OF RECORD: Audits IEPs to ensure alignment of functional behavior assessments, behavioral intervention plans, goals, instruction, supports, progress monitoring, and placements.
CASE CONFERENCES: Coordinates and participates in case conferences to determine the eligibility, service delivery planning, and re-evaluation for students whom require special education programs and services. Coordinates and participates in team meetings. Coordinates compliant manifestation determination conferences.
ELIGIBILITY: Ensures that all legal and procedural details have been followed when considering eligibility for special education programs.
GOAL WRITING: Creates written drafts of appropriate, measurable goals.
CONSULTATION: Consults and collaborates with educators, parents, students, administrators and other professionals or agencies to improve student outcomes. Communicates effectively with mental health agencies or other pertinent agencies concerning student eligibility, progress, and programming.
PROGRESS MONITORING: Provides support, instruction, and technical assistance to educators and administration for ongoing monitoring of progress. Sets up data collection tools for staff to use. Evaluates effectiveness of programs and behavior intervention plans.
SERVICE DELIVERY DEVELOPMENT: Uses data outcomes from evaluations and progress monitoring to implement evidence-based plans at an individual, group, or systems level. Provides direct instruction to students as deemed appropriate by student IEPs. Provides intensive interventions as assigned.
RESOURCE TO OTHERS: Assists in planning and conducting in-service programs and workshops for special education teachers, general education teachers, program assistants, bus drivers, parents, and administrators.
PLANNING FOR DEPARTMENT: Works cooperatively with the other educators as it relates to planning and organizing educational services.
PROFESSIONAL DEVELOPMENT: Participates in regular and on-going professional development activities to maintain a high standard of service delivery. Maintains current non-violent crisis / deescalation programing certification.
PROGRAM EVALUATION: Conducts audits of IEPs to ensure that students on partial day schedules and homebound placements (due to behavior) have appropriate behavioral goals and plans in place to enable students to be successful in full day programming.
ETHICS: Reports any and all violations of policies, procedures, rules and regulations to Co-op Administration.
OTHER: Performs other duties as assigned by Director and / or Director’s Administrative Designee.
TERMS OF EMPLOYMENT: In accordance with regular teacher contract; additional
contract days may be added subject to Board approval.
EVALUATION: In accordance with Board policy by the Director or the Director’s
Administrative Designee.
CustodianPosition Function:Under the direct supervision of the Principal, performs general cleaning in school buildings and grounds; maintains equipment in functional condition; and provides cleaning and custodial assistance to students, teachers, visitors and others as necessary.Performs related duties and work as required.Essential Functions:
Additional Duties:
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.EquipmentUses hand tools of trade and related power equipment, including brooms, mops, floor cleaning and waxing machines, vacuum cleaners, etc.Safety RequirementsFollows all applicable safety rules, procedures and regulations governing the proper use of tools and power equipment used in the performance of duties.Wears appropriate safety gear.Must comply with school district's chemical hygiene program and follow MSDS sheets.Knowledge, Skills and Abilities
Qualifications Profile:
FLSA Status: Non-exempt
QUALIFICATIONS: Must hold or be eligible for the proper Indiana certification
REPORTS TO: Principal, Head Band Director
TERMS OF EMPLOYMENT: 183 Day contract, summer school hours for marching band, and assistant band director stipend
ESSENTIAL JOB FUNCTIONS:
Science Teacher
Position Purpose
Under the general supervision of the School Principal, 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.
*The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
Knowledge, Skills and Abilities
Qualifications
School Secretary Qualifications
Reports To Building Principal(s) Superintendent Performance ResponsibilitiesBoth challenging and rewarding, the position of school secretary is crucial to the smooth running of any school. The school secretary will: • Provide clerical and administrative support to the principal, vice principal and teaching staff as directed• Act as liaison between the community, the school and other internal and external stakeholders• Coordinate appropriate documents for communication• Maintain all recordkeeping for students and staff• Maintain student and staff confidentiality in all circumstances• Track attendance and absences; use reporting software and generate reports for internal and external use• Communicate effectively with a variety of district and community officials• Use common computer hardware and software with proficiency and under pressure• Manage multi-line phone systems and public address systems• Perform school funds transactions and recordkeeping• Perform data entry• Perform general office duties such as answering telephone inquiries, filing, mail, spreadsheets, and journal entries on a daily basis• Strong communication, interpersonal and organizational skills• Ability to work with minimal direct supervision• Maintain the integrity of information systems, databases and office files• Maintain records with a high degree of accuracy• Work as part of a team• Work with frequent interruptions• Complete any duties assigned by the administration
SCHOOL PSYCHOLOGIST
POSITION DESCRIPTION
POSITION TITLE: School Psychologist
QUALIFICATIONS: Certification of Level I or Level II School Psychologist
REPORTS TO: Director of Special Education and / or Director’s
Administrative Designee
SUPERVISES: Interns as assigned
JOB GOAL: To facilitate learning and to promote the cognitive, social and
personal development of all students.
1. PARTICIPATION IN GEI / RTI PROCESS: Participate in school general
education initiative / response to intervention process.
2. REFERRAL PROCESS: Assist and guide teachers in observing, describing,
and referring suspected and identified student impairments.
3. EVALUATION: Conduct careful and efficient academic and behavioral
psychological evaluations.
4. REPORT WRITING: Complete required documentation, paperwork, and reports
in a thorough and timely manner. Prepare written reports of evaluations within
time guidelines as mandated by Article 7. Interpret relevant functional, academic and behavioral assessment data that is user-friendly and intervention and results oriented.
5. PROFESSIONAL RECOMMENDATIONS: Recommend educational placements, accommodations, and instructional strategies based on assessment data.
6. CASE CONFERENCES: Coordinate and participate in case conferences to
determine the eligibility, appropriate planning, and re-evaluation for students
who require special education programs and services.
7. ELIGIBILITY: Ensure that all legal and procedural details have been followed
when considering eligibility for special education programs.
8. GOAL WRITING: Provide support, instruction, and technical assistance to
educators and administration for creation of appropriate measurable goals.
9. CONSULTATION: Consult and collaborate with educators, parents, students,
administrators and other professionals or agencies to improve student outcomes.
10. PROGRESS MONITORING: Provide support, instruction, and technical
assistance to educators and administration for ongoing monitoring of progress.
11. SERVICE DELIVERY DEVELOPMENT: Use data outcomes from evaluations
and progress monitoring to implement evidence-based plans at an individual,
group, or systems level.
12. RESOURCE TO OTHERS: Assist in planning and conducting in-service
programs and workshops for special education teachers, general education
teachers, program assistants, bus drivers, parents, and administrators.
13. PLANNING FOR DEPARTMENT: Work cooperatively with the other
psychologists as it relates to planning and organizing psychological services.
14. PROFESSIONAL DEVELOPMENT: Participate in regular and on-going
professional development activities to maintain a high standard of service
delivery.
15. ETHICS: Report any and all violations of rules and/or regulations to Co-op
Administration.
16. OTHER: Perform other duties as assigned by Director and/or Director’s
Position: Corporation Bus Driver
Position SummaryBus drivers are responsible for operating a school bus and transporting school-aged children and other authorized personnelsafelyandefficientlyoverspecifiedroutestoandfromschoolsandvariousactivities. Positionconducts pre-trip inspections; observes safety regulations and policies; enforces student discipline on the bus; and performs related work.
Essential Duties
Other Duties
Job ClassificationNon-Exempt
Position Purpose Under the direct supervision of a certified staff member, to assist certified professional staff with students in the classroom to meet instructional goals and objectives, and to free certified professional employees from non-professional duties to enable them to make a contribution to other aspects of the educational program, such as curriculum development.
Essential Job Functions
Assists and guides students to reinforce reading, language arts, mathematics, computer instruction, and other skills.
Works with students individually and in small groups to reinforce basic learning and implement assigned programs.
Assists professional staff in the administration and correction of classroom exercises, tests and assessments.
Assists in classroom preparations and strategies for reinforcing instructional materials and skills according to individual student needs.
Assists with record-keeping procedures to document student learning and performance.
Assists with classroom behavioral management to minimize disruptions, ensure a safe and orderly classroom, and ensure students are on task.
Assists students in non-instructional areas, such as supervising the student lunch programs, bus duty, playground duty, corridor, study hall, and other related non-instructional areas.
Accompanies students on field trips for the purpose of assisting with supervision.
Constructs, copies and distribute and use educational materials as needed. Assists teacher with parent contact as requested to foster effective and participatory parent involvement in student education.
Assists students with special needs in all aspects of classroom instruction to maximize inclusion, learning, achievement if IEP objectives, etc.
Participates in IEP process and serves as resource for the student personnel evaluation team as needed.
Assist students with physical or mental disabilities with activities of daily living for the purpose of maximizing their ability to participate in school or learning activities.
Follows all applicable safety rules, procedures and regulations governing the proper manner of assistance for all students, including those with disabilities or other special needs. Perform any other related duties as assigned.
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
Equipment
Use standard office equipment, such as personal computers and copiers.
Ability to carry out instructions furnished in written or oral form.
Ability to add, subtract, multiply and divide, and perform arithmetic operations as needed to assist students.
Ability to understand, apply and use personal computers and software applications (e.g., Word, Excel).
Ability to work with a diverse group of individuals.
Ability to maintain confidentiality of information regarding students, employees and others.
Ability to establish a supportive and compassionate relationship with students with special needs.
Ability to establish and maintain cooperative working relationships with students, staff and others contacted in the course of work.
Ability to report work orally or in writing to supervisor as required.
Effective writing and verbal communication skills.
Physical and Mental Demands, Work Hazards
Works in standard office and school building environments. Ability to work outdoors during outdoor student activities.
Qualifications Profile
Any combination of education and experience providing the required skill and knowledge for successful performance would be qualifying. Typical qualifications would be equivalent to:
High School diploma or equivalent.
Successful completion of college level coursework or passing of examination as required by the No Child Left Behind Act for schools requiring Highly Qualified Status for paraprofessionals.
