Open Positions for New Albany-Plain Local Schools

Openings as of 3/7/2026

Head Football Coach

JobID: 1595

Position Type:
  Athletics/Activities/Athletic Supplemental


Date Posted:
  2/9/2026


Location:
  New Albany High School


  Additional Information:  Show/Hide

Statement of Purpose and Values Alignment
New Albany-Plain Local Schools (NAPLS) is committed to empowering all learners to reach their full potential by cultivating character, curiosity, and confidence. The High School Head Coach plays a critical leadership role in advancing the district's purpose and values by providing an education-based athletic experience that develops the whole student—academically, athletically, socially, and ethically. Head Coaches are expected to model and promote the district's core values, including respect, responsibility, integrity, belonging, and excellence, while ensuring athletics remains an extension of the educational mission of New Albany-Plain Local Schools.

Position Overview
The High School Head Coach is the chief leader of the assigned interscholastic athletic program and is responsible for its vision, culture, administration, and performance. This position extends well beyond on-field coaching and requires strategic leadership, program development, staff supervision, and intentional student-athlete growth.
The Head Coach is responsible for ensuring a safe, inclusive, and academically aligned program that complies with all district policies, New Albany-Plain Local Schools Athletic Department expectations, and all applicable Ohio High School Athletic Association (OHSAA) bylaws, regulations, and sport-specific rules.
Leadership Expectations
The High School Head Coach is expected to:
• Serve as the program leader and primary ambassador for the sport within the school and community.
• Establish and sustain a clear program philosophy aligned with district values and athletic department standards.
• Set and enforce high expectations for behavior, effort, accountability, sportsmanship, and citizenship.
• Foster a positive, inclusive, and respectful team culture where all students feel valued and supported.
• Model professionalism, ethical conduct, and sound judgment at all times.

Key Responsibilities
Program Leadership & Culture
• Lead all aspects of the athletic program, including philosophy, culture, standards, and long-term vision.
• Build a developmentally focused program for grades 7-12 that emphasizes character, leadership, teamwork, and resilience.
• Align program practices and expectations with education-based athletics and student well-being.

Student-Athlete Development
• Teach sport-specific skills, strategies, and conditioning appropriate to the level of play.
• Prioritize student-athlete safety, wellness, and injury prevention in collaboration with athletic training staff.
• Support and monitor academic progress, reinforcing the importance of classroom success.
• Promote personal growth, decision-making skills, and responsible behavior.
• Clearly define, articulate, implement, and create a culture of accountability for a sportsmanship program aligned with the athletic department and district expectations.
• Establish, clearly articulate and enforce competencies for the selection of team captains.

Staff Leadership & Supervision
• Recruit, recommend, mentor, supervise, and evaluate assistant coaches and approved volunteers.
• Clearly define staff roles and expectations and support professional growth.
• Ensure all coaching staff meet OHSAA, district, and state certification and training requirements.

Communication & Collaboration
• Maintain consistent, proactive, and professional communication with student-athletes, families, staff, and administrators.
• Clearly communicate program expectations, schedules, and updates through approved district platforms.
• Follow district communication protocols and collaborate with school and athletic department leadership.

Operations & Compliance
• Ensure compliance with all applicable OHSAA bylaws, sport regulations, eligibility requirements, and participation limits.
• Actively seek guidance or direction from the athletic director or principal to enforce the codes of conduct.
• Enforce OHSAA regulations related to out-of-season coaching, contact periods, open gyms, and conditioning.
• Complete all required eligibility, consent, physical, and participation documentation.
• Attend required athletic department, league, conference, and OHSAA meetings.
• Assist with scheduling, tournament planning, transportation coordination, and event supervision.
• Manage program equipment, uniforms, inventory, and facilities responsibly.
• Ensure compliance with fiduciary policies and guidelines, including fundraising with/for team, department, school, booster or other like organizations.
• Implement an awards program as directed or approved by the athletic director.

Program Development & Community Engagement
• Coordinate and lead off-season and summer development opportunities within OHSAA guidelines.
• Collaborate with strength and conditioning staff to support student development.
• Develop, implement and assist with post secondary recruitment efforts for student athletes.
• Build alignment with middle school and youth programs to support long-term program sustainability.
• Represent the program positively within the school and community.

Required Qualifications
• Prior coaching experience in the assigned sport at the high school, club, or collegiate level.
• Valid Ohio Department of Education Pupil Activity Permit or evidence of obtainability.
• Ability to meet all OHSAA coaching certification requirements, including but not limited to:
  • Fundamentals of Coaching
  • Concussion Education
  • CPR/AED and First Aid certification
  • Lindsay's Law and Sudden Cardiac Arrest training
• Demonstrated leadership, organization, and program management skills.
• Commitment to education-based athletics and student development.

Knowledge, Skills, and Abilities
• Ability to build and sustain a positive, inclusive, and student-centered program culture.
• Knowledge of district policies, athletic department procedures, and OHSAA bylaws and regulations.
• Expertise in sport-specific coaching techniques, training methods, and athlete development.
• Skill in mentoring, supervising, and evaluating coaching staff.
• Strong written and verbal communication skills.
• Effective organizational and time-management skills.
• Ability to collaborate with athletic training, strength and conditioning, and academic staff.
• Commitment to continuous professional learning and improvement.
• Sound judgment, problem-solving ability, and focus on student safety.

The Successful Candidate Will
• Put students first and consistently prioritize academic success, personal growth, and well-being.
• Lead with integrity, professionalism, and a commitment to excellence.
• Uphold the values, purpose, and reputation of New Albany-Plain Local Schools.
• Create an environment where students develop skills as athletes, leaders, and responsible citizens.

Professional Conduct
Each staff member shall remain free of alcohol or non-prescribed controlled substances in the workplace and refrain from abuse of prescribed substances. Staff members are expected to serve as positive role models and uphold ethical principles, democratic values, and professional standards consistent with district policy and Ohio law.

Head Coach Evaluation Alignment – Indicators of Success
The Head Coach will be evaluated annually by the Athletic Director, with input from the Principal, using multiple measures aligned to district values, athletic department expectations, and OHSAA standards. Success is defined as sustained program quality, student development, and professional leadership over time—not solely win-loss records.
Program Leadership & Culture
• Clearly articulated program philosophy aligned with NAPLS values and education-based athletics.
• Consistent demonstration of integrity, professionalism, and ethical leadership.
• Positive, inclusive team culture evidenced by sportsmanship, respect, and accountability.
• Low incidence of conduct issues; appropriate and timely responses when issues arise.

Student-Athlete Development & Well-Being
• Observable growth in student-athletes' sport-specific skills and understanding of the game.
• Strong emphasis on safety, wellness, and injury prevention in collaboration with athletic training staff.
• Support of academic achievement, eligibility compliance, and positive student behavior.
• Intentional development of leadership, teamwork, resilience, and character.

Staff Leadership & Management
• Effective recruitment, mentoring, supervision, and evaluation of assistant coaches.
• Clear expectations for staff roles, responsibilities, and professional conduct.
• Staff compliance with all certification, training, and professional learning requirements.
• Positive working relationships among coaching staff and school personnel.

Communication & Relationships
• Clear, proactive, and professional communication with student-athletes, families, and administrators.
• Adherence to district communication protocols and timely dissemination of program information.
• Constructive handling of concerns, questions, and conflict.
• Positive representation of the program within the school and community.

Operations, Compliance & Organization
• Full compliance with district policies, OHSAA bylaws, sport regulations, and safety mandates.
• Timely completion of eligibility, consent, physicals, and required documentation.
• Organized and efficient management of schedules, practices, contests, and logistics.
• Responsible stewardship of equipment, uniforms, facilities, and budgeted resources.

Program Growth & Sustainability
• Evidence of long-term program planning and continuous improvement.
• Appropriate and compliant offseason and summer development opportunities.
• Alignment and collaboration with middle school and youth programs.
• Participation in professional learning and commitment to ongoing growth.

Competitive Performance
• Preparation of teams to compete with effort, discipline, and sportsmanship.
• Competitive growth and progress over time relative to program context.
• Use of performance outcomes as one of several indicators—not the sole measure—of success.
 
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.
 
 





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Openings as of 3/7/2026

Elementary School Teacher

JobID: 1604

Position Type:
  Elementary School Teaching


Date Posted:
  3/3/2026


Location:
  New Albany Primary School


Date Available:
  08/14/2026


  Additional Information:  Show/Hide

Salary based on experience and educational level on Teachers' Salary Schedule

Overview:
To plan, organize and implement an appropriate instructional program in an elementary learning environment that guides and encourages students to develop and fulfill their academic potential. Work is performed under the supervision of the principal.
 
Key Responsibilities:
• Develops and administers district curriculum consistent with school district goals and objectives.
• Promotes a classroom environment that is safe and conducive to individualized and small group instruction, and student learning.
• Develops lesson plans and instructional materials and translates lesson plans into learning experiences to develop pertinent sequential assignments, challenge students, and best utilize the available time for instruction.
• Teaches knowledge and skills in state and national standards for the content area.
• Conducts ongoing assessment of student learning and progress, and modifies instructional methods to fit individual student's needs, including students with special needs.
• Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops, or professional meetings, or by conducting research.
• Organizes and maintains a system for accurate and complete record-keeping, grading, and reporting for all student activities, achievement and attendance as required by district procedures and applicable laws.
• Encourages parental involvement in students' education and ensures effective communication with students and parents.
• Ensures that students conduct conforms to the school's standards and school district policies and establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom.
• Coordinates with other professional staff members, especially within grade level, and participates in staff meetings and committees.
• Selects and requisitions appropriate books, instructional aids and other supplies and equipment and maintains inventory records.
• Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.
Key Qualifications:
• Must hold valid Ohio teaching license or certificate
• Must have demonstrated skill in teaching the identified content
• Must be open to actively participating in staff development opportunities to promote professional growth
• Must have the ability to communicate effectively and work cooperatively with students, staff and parents
• Must have the full support of the Building Principal and Assistant Superintendent of Teaching & Learning
Knowledge, Skills and Abilities (KSA): 
• Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction based upon student learning styles.
• Knowledge of data information systems, data analysis and the formulation of action plans.
• Knowledge of applicable federal and state laws regarding education and students.
• Ability to use computer network system and software applications as needed.
• Ability to organize and coordinate work.
• Ability to communicate effectively with students and parents.
• Ability to engage in self-evaluation regarding performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
The Successful Candidate Will:
Integrate knowledge, skills and abilities needed for effective classroom instruction, consistently striving to improve his or her instructional and professional practice. The successful candidate will put students first to achieve the best academic and developmental outcomes for each student.  

Physical Demands & Work Environment:
PHYSICAL DEMANDS: The physical demands described herein 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.
 
• Position is mostly indoors.
• While performing the duties of this job, the employee is frequently required to walk and stand. Occasionally the employee will sit and/or run.
• The employee will frequently bend or twist at the trunk while performing the duties of this job.
• The employee will frequently squat, stoop, kneel, reach above the head, reach forward, and repeat the same hand motion many times while performing the duties of the job.
• The employee may routinely lift and move objects 50 pounds.
• The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance.
• While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as a noisy environment and be able to tell where a sound is coming from.
• The employee must be able to communicate to the team to give directions.
 
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.
Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually low/moderate. 
 
 
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.





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Openings as of 3/7/2026

Wellness Teacher

JobID: 1597

Position Type:
  High School Teaching/Wellness


Date Posted:
  2/9/2026


Location:
  New Albany High School


Date Available:
  08/14/2026


  Additional Information:  Show/Hide

Overview:
To plan, organize and implement an appropriate instructional program in a secondary learning environment that guides and encourages students to develop and fulfill their academic potential. Work is performed under the supervision of the principal.
 
Key Responsibilities:
• Develops and administers district curriculum consistent with school district goals and objectives.
• Promotes a classroom environment that is safe and conducive to individualized and small group instruction, and student learning.
• Develops lesson plans and instructional materials and translates lesson plans into learning experiences to develop pertinent sequential assignments, challenge students, and best utilize the available time for instruction.
• Teaches knowledge and skills in state and national standards for the content area.
• Conducts ongoing assessment of student learning and progress, and modifies instructional methods to fit individual student's needs, including students with special needs.
• Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research.
• Organizes and maintains a system for accurate and complete record-keeping, grading, and reporting for all student activities, achievement and attendance as required by district procedures and applicable laws.
• Encourages parental involvement in students' education and ensures effective communication with students and parents.
• Ensures that students conduct conforms to the school's standards and school district policies, and establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom.
• Coordinates with other professional staff members, especially within grade level, and participates in staff  meetings and committees.
• Selects and requisitions appropriate books, instructional aids and other supplies and equipment and maintains inventory records.
• Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.
 
Key Qualifications:
• Must hold valid Ohio license or certificate
• P-12 Physical Education required with Health Endorsement strongly preferred
• Must have demonstrated skill in teaching wellness & health to middle and high school students
• Must be open to actively participating in staff development opportunities to promote professional growth
• Must have the ability to communicate effectively and work cooperatively with students, staff and parents
• Must have the full support of the Building Principal and Assistant Superintendent
 
Knowledge, Skills and Abilities (KSA): 
• Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction based upon student learning styles.
• Knowledge of data information systems, data analysis and the formulation of action plans.
• Knowledge of applicable federal and state laws regarding education and students.
• Ability to use computer network system and software applications as needed.
• Ability to organize and coordinate work.
• Ability to communicate effectively with students and parents.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
 
The Successful Candidate Will:
Integrate knowledge, skills and abilities needed for effective classroom instruction, consistently striving to improve his or her instructional and professional practice. The successful candidate will put students first to achieve the best academic and developmental outcomes for each student.  
Physical Demands & Work Environment:
PHYSICAL DEMANDS: The physical demands described herein 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.
 
• Position is mostly indoors.
• While performing the duties of this job, the employee is frequently required to walk and stand. Occasionally the employee will sit and/or run.
• The employee will frequently bend or twist at the trunk while performing the duties of this job.
• The employee will frequently squat, stoop, kneel, reach above the head, reach forward and repeat the same hand motion many times while performing the duties of the job.
• The employee may routinely lift and move objects 50 pounds.
• The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance.
• While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as, a noisy environment and be able to tell where a sound is coming from.
• The employee must be able to communicate to the team in order to give directions.
 
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.
 
Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually low/moderate.
 

The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.





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Openings as of 3/7/2026

Maintenance Worker

JobID: 1552

Position Type:
  Maintenance/Custodial/Maintenance


Date Posted:
  10/31/2025


Location:
  Annex


  Additional Information:  Show/Hide
8 hours/day
260 days/year
Minimum $22.63/hr. Salary based on relevant experience 

Job Purpose
The Maintenance worker will be responsible to perform preventative maintenance functions and repairs daily in the school district as directed.
 
Essential Functions
• Responsible to perform preventative and general maintenance and repair functions in the school district.
• Performs annual preventative maintenance on required equipment.
• Provides plumbing, electrical, carpentry, and general maintenance services to the school district in order to maintain the buildings in an efficient and mechanically sound condition.
• Maintains work order system to ensure completion and tracking of assigned work.
• Perform other duties as assigned by the Superintendent or his/her designee.
 
Qualifications/Professional Credentials 
• 3-5 years maintenance experience
• Demonstrated ability to make plumbing, electrical, mechanical, carpentry, and other general maintenance repairs.
• Demonstrated working knowledge of varied mechanical systems.
• Evidence of professional trades certifications/experience preferred.
• Professional demeanor appropriate for school setting.
 
Knowledge, Skills and Abilities (KSA)
• Knowledge of methods, materials and equipment used in maintenance work.
• Attention to detail.
•  Adaptable to change.
• Ability to follow oral or written instructions and work well independently.
• Ability to interact and communicate well with students, staff, parents and community members.
• Ability to use basic cleaning tools and floor cleaning equipment.
• Ability to operate and repair machinery.
 
Supervisory Responsibility 
• None 
Other Skills and Abilities
• Language Skills: Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before groups of students or employees of the district. 
• Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
 
Physical Demands & Work Environment
PHYSICAL DEMANDS: The physical demands described herein 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. 
• Position is mostly indoors (climate-controlled office or school setting) and outdoors
• While performing the duties of this job, the employee is frequently required to walk and stand. Occasionally the employee will sit and/or run.
• The employee will frequently bend or twist at the trunk while performing the duties of this job.
• The employee will frequently squat, stoop, kneel, reach above the head, reach forward and repeat the same hand motion many times while performing the duties of the job.
• The employee may routinely lift and move objects of at least 50 pounds.
• The employee must also have the ability to work in varied environments, including extreme variations in temperatures and to operate varied technologies and equipment.
• The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance.
• While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as, a noisy environment and be able to tell where a sound originates.
• The employee must be able to communicate effectively.
 
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. 
• Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually moderate.
• After hours and weekend work is occasionally required.

Conduct
• Each staff member shall remain free of any alcohol or non-prescribed controlled substance and abuse of any prescribed controlled substance in the workplace throughout his/her employment in the District. 
• Each staff member shall serve as a role model for students in how to conduct themselves as citizens and as responsible, intelligent human beings. Each staff member has a legal responsibility to help instill in students the belief in and practice of ethical principles and democratic values.
  
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.





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Openings as of 3/7/2026

Science Teacher

JobID: 1602

Position Type:
  Middle School Teaching/Science


Date Posted:
  3/2/2026


Location:
  New Albany Middle School


Date Available:
  08/14/2026


  Additional Information:  Show/Hide

Salary based on experience and educational level on Teachers' Salary Schedule

Overview:
To plan, organize and implement an appropriate instructional program in a secondary learning environment that guides and encourages students to develop and fulfill their academic potential. Work is performed under the supervision of the principal.
 
Key Responsibilities:
• Develops and administers district curriculum consistent with school district goals and objectives.
• Promotes a classroom environment that is safe and conducive to individualized and small group instruction, and student learning.
• Develops lesson plans and instructional materials and translates lesson plans into learning experiences to develop pertinent sequential assignments, challenge students, and best utilize the available time for instruction.
• Teaches knowledge and skills in state and national standards for the content area.
• Conducts ongoing assessment of student learning and progress, and modifies instructional methods to fit individual student's needs, including students with special needs.
• Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research.
• Organizes and maintains a system for accurate and complete record-keeping, grading, and reporting for all student activities, achievement and attendance as required by district procedures and applicable laws.
• Encourages parental involvement in students' education and ensures effective communication with students and parents.
• Ensures that students conduct conforms to the school's standards and school district policies and establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom.
• Coordinates with other professional staff members, especially within grade level, and participates in staff meetings and committees.
• Selects and requisitions appropriate books, instructional aids and other supplies and equipment and maintains inventory records.
• Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.

Key Qualifications:
• Must hold valid Ohio teaching license or certificate, 7-12 Integrated Science or 4-9 Science License preferred
• Must have demonstrated skill in teaching the identified content
• Must be open to actively participating in staff development opportunities to promote professional growth
• Must have the ability to communicate effectively and work cooperatively with students, staff and parents
• Must have the full support of the Building Principal and Assistant Superintendent of Teaching & Learning

Knowledge, Skills and Abilities (KSA): 
• Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction based upon student learning styles.
• Knowledge of data information systems, data analysis and the formulation of action plans.
• Knowledge of applicable federal and state laws regarding education and students.
• Ability to use computer network system and software applications as needed.
• Ability to organize and coordinate work.
• Ability to communicate effectively with students and parents.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

The Successful Candidate Will:
Integrate knowledge, skills and abilities needed for effective classroom instruction, consistently striving to improve his or her instructional and professional practice. The successful candidate will put students first to achieve the best academic and developmental outcomes for each student.  

Physical Demands & Work Environment:
PHYSICAL DEMANDS: The physical demands described herein 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.
 
• Position is mostly indoors.
• While performing the duties of this job, the employee is frequently required to walk and stand. Occasionally the employee will sit and/or run.
• The employee will frequently bend or twist at the trunk while performing the duties of this job.
• The employee will frequently squat, stoop, kneel, reach above the head, reach forward and repeat the same hand motion many times while performing the duties of the job.
• The employee may routinely lift and move objects 50 pounds.
• The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance.
• While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as a noisy environment and be able to tell where a sound is coming from.
• The employee must be able to communicate to the team in order to give directions.
 
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.
 
Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually low/moderate. 

 
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.





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Openings as of 3/7/2026

ELL Educational Assistant

JobID: 1569

Position Type:
  Student Support Services


Date Posted:
  12/17/2025


Location:
  New Albany Early Learning Center


  Additional Information:  Show/Hide

7 hours per day
186 days per year
Starting salary $21.08 per hour - Salary based on experience and educational level on OAPSE Salary Schedule


Overview:
The ELL Educational Assistant, at the direction of Principal(s)/ Designee, is responsible for overseeing and directing students who are identified as English Language Learners and need additional instructional support.  Position may be providing support across the district as needed.

Key Qualifications:
 
• Must hold Ohio Educational Aide Permit or produce evidence that one is obtainable before the start of the position.
• Experience working with students who are English Language Learners preferred.
• Demonstrated experience working with students in small group settings.
• Must be willing to work independently to support the daily instructional needs of EL students.
• Must be willing to work collaboratively with teachers to provide support services to EL students.
• Must have the full support of the Building Principal, Director of Special Education, and Assistant Superintendent 
Essential Functions of the Job:
• Assists students assigned to him/her for Instructional Support to English Language Learners.
• Must be willing to work collaboratively with and accept direction from EL teacher(s) to provide academic support services to EL students.
• Collect and maintain data for instructional support.
• Supervises small group testing/breaks for students.
• Demonstrates the ability to communicate effectively with students, staff and parents.
• Other duties as assigned by the administration.
 
Knowledge, Skills and Abilities (KSA):
• Ability to communicate with students, staff and parents
• Ability to plan ahead.
• Ability to keep accurate records.
• Ability to establish relationships with EL students to increase their academic performance and behavior.
• Ability to make decisions.
• Ability to be firm, fair and consistent.
• Technologically literate
 
Physical Demands & Work Environment:
PHYSICAL DEMANDS: The physical demands described herein 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.
 
• Position is mostly indoors.
• While performing the duties of this job, the employee is frequently required to walk and stand.
• Occasionally the employee will sit and/or run.
• The employee will frequently bend or twist at the trunk while performing the duties of this job.
• The employee will frequently squat, stoop, kneel, reach above the head, reach forward and repeat the same hand motion many times while performing the duties of the job.
• The employee may routinely lift and move objects 25 pounds.
• The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance.
• While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as a noisy environment, and be able to tell where a sound is coming from.
• The employee must be able to communicate to the team in order to give directions.
 
 
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.
Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually moderate.
 
 
 
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.
 
 





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Openings as of 3/7/2026

Physical Therapist

JobID: 1588

Position Type:
  Student Support Services


Date Posted:
  1/30/2026


Location:
  School building TBD to meet District/Student Needs


Date Available:
  08/14/2026


  Additional Information:  Show/Hide

Salary based on experience and educational level on Teachers' Salary Schedule
 
Overview:
Under the direction of the Director of Special Education and working in cooperation with appropriate district supervisors, teachers, parents, and students, the school-based physical therapist (PT) shall be responsible for providing diagnostic and intervention services for students requiring school-based physical therapy services. This role aims to help students adjust and access the general education curriculum and school environment by addressing their physical needs related to motor skills, mobility, posture, and accessibility.
 
Key Responsibilities:
• Assess and Evaluate Students
• Develop IEP Goals
• Facilitate the Access to and Benefit of Specialized Instruction
• Recommend Adaptations
• Provide Staff Training
• Manage Equipment Inventory
• Consult on Motor Skills
• Collaborate on Interventions
• Coordinate PT Services
• Maintain Records
 
Key Qualifications:
• Must have a professional PT license from the OTPTAT Board and a valid Pupil Service license through the Ohio Department of Education and Workforce.
• Successful experience as a Physical Therapist, preferably in a school-based setting.
• Experience in assessing and treating motor and mobility challenges in children.
• Knowledge of adaptive equipment and assistive technology relevant to physical therapy.
• Excellent communication skills with both children and adults.
• Ability to maintain and organize confidential records.
• Understanding and commitment to following all related laws and standards, including IDEA.
• Organizational, scheduling, and planning skills to manage a complex caseload and student schedules.
• Good working knowledge of principles, methods, and procedures for diagnosis and treatment according to IDEA.

Knowledge, Skills and Abilities (KSA):
• Must display competencies in PT testing and assessment and possess knowledge of interventions to support individual student needs related to motor and mobility challenges.
• Must demonstrate the ability to coordinate special education services and comply with special education rules and due process requirements.
• Must be able to work in team decision-making situations.
• Must possess strong consulting skills with school personnel, parents, and other professionals.
• Must demonstrate knowledge of Multi-Tiered Systems of Support (MTSS) and various evidence-based physical therapy interventions.
• Knowledge of and demonstrated ability to use relevant technology for assessment, therapy, and communication.
• Perform all other related work delegated or required to accomplish the objectives of school and/or district initiatives.
• Must have the demonstrated ability to report to work on a regular and punctual basis.
• Ability to communicate effectively orally and in writing.
• Ability to establish and maintain cooperative and effective working relationships with others.
• Working knowledge of special education laws, rules, and regulations and of district policies and procedures; and the ability to apply these to help ensure District compliance.
• Working knowledge of the principles, practices, and ethical standards of Physical Therapy; relevant state and federal laws, rules, and regulations; and applicable district policies and procedures.
• Ability to deal effectively and appropriately with students, parents, and other educational professionals regarding student concerns and problems.
• Ability to consult with school personnel in developing and implementing effective physical therapy interventions for students.
• The skill and ability to communicate - both orally and in writing.
• Other duties as assigned to best meet the academic and developmental needs of students.

The Successful Candidate Will:
Meet all of the aforementioned qualifications and attributes and be prepared to share an example of a full PT evaluation and IEP completed in a previous work location.  The candidate will attend required training sessions, department and district meetings, as well as be willing to serve on District committees, task forces, work groups, etc., as requested.  The candidate will keep abreast of changing developments, trends, instructional and educational technologies.  Additionally, the candidate will demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds, especially in a high performing, high achieving district, and acknowledge that they will complete other duties as assigned.

Physical Demands & Work Environment:
PHYSICAL DEMANDS: The physical demands described herein 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.
 
• Position is mostly indoors.
• While performing the duties of this job, the employee is frequently required to walk and stand. Occasionally the employee will sit and/or run.
• The employee will frequently bend or twist at the trunk while performing the duties of this job.
• The employee will frequently squat, stoop, kneel, reach above the head, reach forward and repeat the same hand motion many times while performing the duties of the job.
• The employee may routinely lift and move objects 50 pounds.
• The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance.
• While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as, a noisy environment and be able to tell where a sound is coming from.
• The employee must be able to communicate to the team in order to give directions.
 
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.
Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually low/moderate. 

 
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.





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Openings as of 3/7/2026

Intervention Specialist

JobID: 1585

Position Type:
  Student Support Services/Intervention Specialist


Date Posted:
  1/29/2026


Location:
  New Albany High School


Date Available:
  08/14/2026


  Additional Information:  Show/Hide

Salary based on experience and educational level on Teachers' Salary Schedule

Overview:
The Intervention Specialist assists children with academic, behavioral, and/or social-emotional needs in classrooms and other settings according to the least restrictive environment as identified according to the individualized education program to meet district needs. 
 
Key Responsibilities:
• Provide an educational program and progress monitor students as outlined in the Individualized Education Program (IEP) for each student on the caseload.
• Work cooperatively with general education classroom teachers to:
  • Interpret the needs of students according to developmental milestones
  • Assist in classroom intervention strategies
  • Make modifications to classroom based assignments and assessments as necessary
  • Assist the student with regular class assignments as needed.
• Communicate regularly with parents and professional staff regarding the educational, social, and personal needs of students.
• Assist students in making an assessment of his/her abilities and in establishing educational and vocational/occupational goals to support transition plans and continual student growth.
• Participate as a member of the MTSS  team as directed by the building principal.
• Develop, implement, and progress monitor the IEP according to State mandated requirements, meeting all compliance protocols and timelines.
• Complete necessary reports and record keeping as required by state and local policies and procedures.
• Participate in professional growth activities through staff development, inservice, workshops, and higher education.
• Other duties as assigned by the Superintendent or his/her designee.

Key Qualifications:
• Must hold a valid Ohio Intervention Specialist license or certificate in Mild/Moderate or Moderate/Intensive. Candidates with training in multi-sensory approaches to reading instruction and/or intensive behavioral training are encouraged to apply.
• Must be open to reviewing current research and actively participating in staff development opportunities to promote professional growth
• Have the ability to communicate effectively and work cooperatively with students, staff and parents
• Must have the full support of the Building Principal, Director of Special Education & Assistant Superintendent

Knowledge, Skills and Abilities (KSA):
• Knowledge of the Operating Standards for Ohio's Schools Serving Children with Disabilities
• Knowledge of FERPA and HIPAA
• Knowledge of Ohio's Academic Content Standards & Extended Standards
• Knowledge of IEP development
• Knowledge of current testing programs, mandated assessment tools and alternative assessment
• Knowledge of current educational issues and best practices
• Knowledge of behavior management techniques
• Knowledge of effective intervention strategies
• Knowledge of community agencies that can support students with disabilities
• Knowledge of classroom management techniques
• Knowledge of problem solving processes and creative thinking skills
• Ability to participate in and pass Crisis Prevention Intervention (CPI) training
• Ability to use technology as both a productivity tool and as a method of communication; proficient in computer applications
• Ability to maintain accurate student records
• Ability to assess students intellectually and physically and develop appropriate individual education and behavior plans
• Ability to plan strategies and activities to meet identified needs of students
• Ability to evaluate student's progress through the utilization of established procedures, including alternate assessment.
• Ability to analyze and interpret assessment data
• Ability to communicate effectively both orally and in writing
• Ability to maintain confidentiality
• Ability to develop and maintain effective working relationships with students, co-workers, administrators, and stakeholders
• Ability to work with teachers and students to demonstrate ways of supporting students in the general education classroom
• Ability to provide group and individual lessons according to content standards, academic and behavior intervention, crisis intervention, development of home/school collaboration
• Ability to work with team to analyze, synthesize, and evaluate program progress and implement changes

The Successful Candidate Will:
Possess the key responsibilities, qualifications, meet the minimum knowledge, skills, and abilities as outlined above, and have a valid Intervention Specialist Licence to teach in the State of Ohio.

Physical Demands & Work Environment:
PHYSICAL DEMANDS: The physical demands described herein 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.
• Position is mostly indoors.
• While performing the duties of this job, the employee is frequently required to walk and stand. Occasionally the employee will sit and/or run.
• The employee will frequently bend or twist at the trunk while performing the duties of this job.
• The employee will frequently squat, stoop, kneel, reach above the head, reach forward and repeat the same hand motion many times while performing the duties of the job.
• The employee may routinely lift and move objects greater than 50 pounds.
• The employee must also have the ability to work in a noisy environment, including extreme variations in temperatures to supervise students in and out of the school building.
• The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance.
• While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as, a noisy environment and be able to tell where a sound is coming from.
• The employee must be able to communicate to the team in order to give directions.
 
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.
Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually varied depending on classroom or building level activity.

 
 
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.





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Openings as of 3/7/2026

Intervention Specialist

JobID: 1586

Position Type:
  Student Support Services/Intervention Specialist


Date Posted:
  1/29/2026


Location:
  New Albany Middle School


Date Available:
  08/14/2026


  Additional Information:  Show/Hide

Salary based on experience and educational level on Teachers' Salary Schedule

Overview:
The Intervention Specialist assists children with academic, behavioral, and/or social-emotional needs in classrooms and other settings according to the least restrictive environment as identified according to the individualized education program to meet district needs. 
 
Key Responsibilities:
• Provide an educational program and progress monitor students as outlined in the Individualized Education Program (IEP) for each student on the caseload.
• Work cooperatively with general education classroom teachers to:
  • Interpret the needs of students according to developmental milestones
  • Assist in classroom intervention strategies
  • Make modifications to classroom based assignments and assessments as necessary
  • Assist the student with regular class assignments as needed.
• Communicate regularly with parents and professional staff regarding the educational, social, and personal needs of students.
• Assist students in making an assessment of his/her abilities and in establishing educational and vocational/occupational goals to support transition plans and continual student growth.
• Participate as a member of the MTSS  team as directed by the building principal.
• Develop, implement, and progress monitor the IEP according to State mandated requirements, meeting all compliance protocols and timelines.
• Complete necessary reports and record keeping as required by state and local policies and procedures.
• Participate in professional growth activities through staff development, inservice, workshops, and higher education.
• Other duties as assigned by the Superintendent or his/her designee.

Key Qualifications:
• Must hold a valid Ohio Intervention Specialist license or certificate in Mild/Moderate or Moderate/Intensive. Candidates with training in multi-sensory approaches to reading instruction and/or intensive behavioral training are encouraged to apply.
• Must be open to reviewing current research and actively participating in staff development opportunities to promote professional growth
• Have the ability to communicate effectively and work cooperatively with students, staff and parents
• Must have the full support of the Building Principal, Director of Special Education & Assistant Superintendent

Knowledge, Skills and Abilities (KSA):
• Knowledge of the Operating Standards for Ohio's Schools Serving Children with Disabilities
• Knowledge of FERPA and HIPAA
• Knowledge of Ohio's Academic Content Standards & Extended Standards
• Knowledge of IEP development
• Knowledge of current testing programs, mandated assessment tools and alternative assessment
• Knowledge of current educational issues and best practices
• Knowledge of behavior management techniques
• Knowledge of effective intervention strategies
• Knowledge of community agencies that can support students with disabilities
• Knowledge of classroom management techniques
• Knowledge of problem solving processes and creative thinking skills
• Ability to participate in and pass Crisis Prevention Intervention (CPI) training
• Ability to use technology as both a productivity tool and as a method of communication; proficient in computer applications
• Ability to maintain accurate student records
• Ability to assess students intellectually and physically and develop appropriate individual education and behavior plans
• Ability to plan strategies and activities to meet identified needs of students
• Ability to evaluate student's progress through the utilization of established procedures, including alternate assessment.
• Ability to analyze and interpret assessment data
• Ability to communicate effectively both orally and in writing
• Ability to maintain confidentiality
• Ability to develop and maintain effective working relationships with students, co-workers, administrators, and stakeholders
• Ability to work with teachers and students to demonstrate ways of supporting students in the general education classroom
• Ability to provide group and individual lessons according to content standards, academic and behavior intervention, crisis intervention, development of home/school collaboration
• Ability to work with team to analyze, synthesize, and evaluate program progress and implement changes

The Successful Candidate Will:
Possess the key responsibilities, qualifications, meet the minimum knowledge, skills, and abilities as outlined above, and have a valid Intervention Specialist Licence to teach in the State of Ohio.

Physical Demands & Work Environment:
PHYSICAL DEMANDS: The physical demands described herein 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.
• Position is mostly indoors.
• While performing the duties of this job, the employee is frequently required to walk and stand. Occasionally the employee will sit and/or run.
• The employee will frequently bend or twist at the trunk while performing the duties of this job.
• The employee will frequently squat, stoop, kneel, reach above the head, reach forward and repeat the same hand motion many times while performing the duties of the job.
• The employee may routinely lift and move objects greater than 50 pounds.
• The employee must also have the ability to work in a noisy environment, including extreme variations in temperatures to supervise students in and out of the school building.
• The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance.
• While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as, a noisy environment and be able to tell where a sound is coming from.
• The employee must be able to communicate to the team in order to give directions.
 
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.
Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually varied depending on classroom or building level activity.

 
 
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.





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Openings as of 3/7/2026

School Psychologist

JobID: 1587

Position Type:
  Student Support Services/Psychologist


Date Posted:
  1/29/2026


Location:
  School building TBD to meet District/Student Needs


Date Available:
  08/14/2026


  Additional Information:  Show/Hide

Salary based on experience and educational level on Teachers' Salary Schedule

Overview:
Under the direction of the Director of Special Education, the Licensed School Psychologist conducts comprehensive psycho-educational evaluations; consults with school personnel and parents regarding planning, implementing and evaluating school-based evaluations under IDEA; and functions as a member of the building-based Multi-Tiered Systems of Support team in providing services to students. School psychologists help students succeed academically, socially, behaviorally, and emotionally. They collaborate with educators, parents, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community for all students.

Key Responsibilities:
• Administer, score, analyze and interpret intellectual, academic, social/emotional/behavioral and other psychometric assessments.
• Conduct systematic observations and functional assessments.
• Interview parents, teachers and others to gather relevant data regarding student performance.
• Integrate all elements of assessment data into a cohesive whole for the purpose of resolving initial referral question(s) and determining eligibility for special education.
• Edit and finalize the evaluation team written report.
• Communicate test results, conclusions and recommendations clearly and concisely through oral and written reporting to school staff, parents, and other service providers, as appropriate.
• Consult with school staff, administration and parents in resolving students' academic, social, emotional and behavioral concerns.
• Collaborate with school staff and/or parents in developing, implementing, evaluating and maintaining behavioral and other interventions.
• Consult and collaborate with mental health, medical, social services and other community providers, as appropriate.
• Provide technical assistance to school staff and parents regarding behavior management, child development and special education procedures, as necessary and appropriate.
• Provide information to parents regarding the referral/assessment process, special education services available within the district, and their rights relative to special education.
• Function as a member of the building-level MTSS team for the purpose of reviewing referrals and determining appropriate actions.
• Maintain an accurate record of student, parent and other contacts.
• Attend training sessions, conferences, seminars, department and district meetings.
• Serve on District committees, task forces, work groups, etc., as requested.
• Keep abreast of changing developments, trends, instructional and educational technologies.
 
Key Qualifications:
• Active school psychology license through the Ohio Department of Education
• Experience working as a school interventionist or psychologist
• Firm understanding of child and school psychology
• Commitment to continuing education as a school psychologist throughout career
• Excellent communication skills with both children and adults
• Ability to maintain and organize confidential records
• Understanding and commitment to following all related laws and standards
• Organizational, scheduling and planning skills to manage complex schedules, and the schedule of many students
• Experience providing psychological assessment and counseling to students.
• Good working knowledge of mental health and the treatment of affective and behavioral disorders
• Good working knowledge of principles, methods, and procedures for diagnosis and treatment according to IDEA

Knowledge, Skills and Abilities (KSA):
• Must display competencies in school psychological testing and assessment, and possess knowledge of academic and behavioral interventions
• Must demonstrate the ability to coordinate special education services and comply with special education rules and due process requirements
• Must be able to work in team decision-making situations
• Must possess counseling and consulting skills
• Must demonstrate knowledge of MTSS/RtI and various evidence-based interventions
• Knowledge of and demonstrated ability to use relevant technology
• Perform all other related work delegated or required to accomplish the objectives of school and/or district initiatives
• Must have the demonstrated ability to report to work on a regular and punctual basis
• Ability to communicate effectively orally and in writing
• Ability to establish and maintain cooperative and effective working relationships with others
• Working knowledge of special education laws, rules and regulations and of district policies and procedures; and the ability to apply these to help insure District compliance.
• Working knowledge of the principals, practices and ethical standards of school psychology
The Successful Candidate Will:
Meet all of the aforementioned bullet points and be prepared to share an example of a full psychological evaluation completed in a previous work location.  The candidate will attend required training sessions, department and district meetings, as well as be willing to serve on District committees, task forces, work groups, etc., as requested.  The candidate will keep abreast of changing developments, trends, instructional and educational technologies.  Additionally, the candidate will demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds, especially in a high performing, high achieving district, and acknowledge that they will complete other duties as assigned.

Physical Demands & Work Environment:
PHYSICAL DEMANDS: The physical demands described herein 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.
 
• Position is mostly indoors.
• While performing the duties of this job, the employee is frequently required to walk and stand. Occasionally the employee will sit and/or run.
• The employee will frequently bend or twist at the trunk while performing the duties of this job.
• The employee will frequently squat, stoop, kneel, reach above the head, reach forward and repeat the same hand motion many times while performing the duties of the job.
• The employee may routinely lift and move objects up to 30 pounds.
• The employee must also have the ability to work in an environment with varying noise levels, including extreme variations in temperatures and to operate varied technologies.
• The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance.
• While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as, a noisy environment and be able to tell where a sound is coming from.
• The employee must be able to communicate to the team in order to give directions.

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.
Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually moderate.


 
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities. 





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Openings as of 3/7/2026

Speech Language Pathologist

JobID: 1603

Position Type:
  Student Support Services/Speech and Language Pathologist


Date Posted:
  3/2/2026


Location:
  School building TBD to meet District/Student Needs


Date Available:
  08/14/2026


  Additional Information:  Show/Hide

Salary based on experience and educational level on Teachers' Salary Schedule

Overview:
Under the direction of the Director of Special Education and working in cooperation with appropriate district supervisors, teachers, parents and students, the speech and language pathologist (SLP) shall be responsible for providing diagnostic and intervention services for students with speech, language and hearing disorders, helping students to adjust and access the general education curriculum.
 
Key Responsibilities:
• Assess, screen, and evaluate students through the Evaluation Team Report (ETR) process and effectively share results with parents and educational staff, and participate in the eligibility determination process in accordance with state and school division requirements and best practice
• Develop and implement Individual Education Plans (IEPs) for students with Speech/Language impairment and assist with IEPs for students with speech/language as a service on an annual basis or according to requirements
• Demonstrate knowledge of child growth and development and individual student needs by providing relevant instruction according to the IEP and educational best practices
• Provide consultative services for school staff by sharing and demonstrating specific techniques and working with school teams to facilitate relevant and consistent interventions for targeted students
• Maintain records and information concerning individual students in the prescribed confidential manner and using the records and information only for the purposes for which they are intended
• Provide direct and consultative therapeutic services related to expressive, receptive, and pragmatic language
• Communicate and collaborate with parents and the school community for the purpose of fostering individual student success and growth while engaging the families in the therapy program
• Establish and maintain cooperative professional relationships with administrative and school staff
• Participate in various meetings for the purpose of addressing student goals and needs, and to meet laws and policies
• Maintain and submit information/records including student progress for all students
• Share with other staff members the responsibility for school activities and student supervision
• Maintain consistent attendance and conform to regular work hours specified under contract
• Implement and comply with District policies and procedures
• Perform related duties as assigned by the administration in accordance with school district policies and procedures
Key Qualifications:
• Valid ODE certification with appropriate licenses
• Successful training/teaching experience in a special education department preferred
• Experience in structured teaching, assistive technology, and positive behavior supports preferred
• Commitment to continuing education as a speech and language pathologist throughout career
• Excellent communication skills with both children and adults
• Ability to maintain and organize confidential records
• Understanding and commitment to following all related laws and standards
• Organizational, scheduling and planning skills to manage complex schedule, and the schedule of many students
• Good working knowledge of principles, methods, and procedures for diagnosis and treatment according to IDEA
 
Knowledge, Skills and Abilities (KSA):
• Must display competencies in SLP testing and assessment, and possess knowledge of interventions to support individual student needs
• Must demonstrate the ability to coordinate special education services and comply with special education rules and due process requirements
• Must be able to work in team decision-making situations
• Must possess consulting skills
• Must demonstrate knowledge of Multi-Tiered Systems of Support (MTSS) and various evidence-based interventions
• Knowledge of and demonstrated ability to use relevant technology
• Perform all other related work delegated or required to accomplish the objectives of school and/or district initiatives
• Must have the demonstrated ability to report to work on a regular and punctual basis
• Ability to communicate effectively orally and in writing
• Ability to establish and maintain cooperative and effective working relationships with others
• Working knowledge of special education laws, rules and regulations and of district policies and procedures; and the ability to apply these to help ensure District compliance
 
The Successful Candidate Will:
Meet all the qualifications and attributes and be prepared to share an example of a full SLP evaluation and IEP completed in a previous work location.  The candidate will attend required training sessions, department, and district meetings, as well as be willing to serve on District committees, task forces, work groups, etc., as requested.  The candidate will keep abreast of changing developments, trends, instructional and educational technologies.  Additionally, the candidate will demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds, especially in a high performing, high achieving district, and acknowledge that they will complete other duties as assigned.
 
Physical Demands & Work Environment:
PHYSICAL DEMANDS: The physical demands described herein 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.
 
• Position is mostly indoors.
• While performing the duties of this job, the employee is frequently required to walk and stand. Occasionally the employee will sit and/or run.
• The employee will frequently bend or twist at the trunk while performing the duties of this job.
• The employee will frequently squat, stoop, kneel, reach above the head, reach forward, and repeat the same hand motion many times while performing the duties of the job.
• The employee may routinely lift and move objects up to 30 pounds.
• The employee must also work in an environment with varying noise levels, including extreme variations in temperatures and to operate varied technologies.
• The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance.
• While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as a noisy environment and be able to tell where a sound is coming from.
• The employee must be able to communicate to the team to give directions.
 
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.
Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually moderate.
 

The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.
 





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Openings as of 3/7/2026

Educational Assistant for Instructional Support

JobID: 1577

Position Type:
  Support Staff


Date Posted:
  1/7/2026


Location:
  New Albany Primary School


  Additional Information:  Show/Hide
Overview:
The Educational Assistant for Instructional Support, at the direction of Principal(s)/ Designee, is responsible for overseeing and directing students who need additional instructional support.  

7 hours per day
186 days per year
Starting salary $21.08 per hour - Salary based on experience on OAPSE Salary Schedule

Key Qualifications:
• A valid teaching license in one or more academic core disciplines is strongly preferred.  If candidate does not hold a valid teaching license, he/she must hold Ohio Educational Aide Permit or produce evidence that one is obtainable before the first day of school.
• Demonstrated experience working with students in small group settings.
Essential Functions of the Job:
• Assists students assigned to him/her period by period for Instructional Support.
• Must be willing to work collaboratively with and accept direction from teachers to provide academic support services to students.
• Collect and maintain data for instructional support.
• Supervises small group testing/breaks for students.
• Demonstrates the ability to communicate effectively with students, staff and parents.
• Other duties as assigned by the administration.

Knowledge, Skills and Abilities (KSA):
• Ability to communicate with students, staff and parents
• Ability to plan ahead.
• Ability to keep accurate records.
• Ability to establish relationships with students to increase their academic performance and behavior.
• Ability to make decisions.
• Ability to be firm, fair and consistent.
• Technologically literate
 
Physical Demands & Work Environment:
PHYSICAL DEMANDS: The physical demands described herein 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.
 
• Position is mostly indoors.
• While performing the duties of this job, the employee is frequently required to walk and stand.
• Occasionally the employee will sit and/or run.
• The employee will frequently bend or twist at the trunk while performing the duties of this job.
• The employee will frequently squat, stoop, kneel, reach above the head, reach forward and repeat the same hand motion many times while performing the duties of the job.
• The employee may routinely lift and move objects 25 pounds.
• The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance.
• While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as, a noisy environment and be able to tell where a sound is coming from.
• The employee must be able to communicate to the team in order to give directions.
 
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.
Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually moderate.
 
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and gender identity), disability, age, religion, military status, ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.





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Openings as of 3/7/2026

Aide (Lunch/Recess)

JobID: 1568

Position Type:
  Support Staff


Date Posted:
  12/16/2025


Location:
  New Albany Primary School


  Additional Information:  Show/Hide
3.5 hours per day
186 days per year
start pay $15.22/hr
• Experience working with students to support school operations
• Must be willing to work in cafeteria, playground, if applicable, and any other area as assigned by the administration
• Have the ability to communicate effectively with students, staff and parents
• Must have full support of the Building Principal and Assistant Superintendent 
 
 
 
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.
 
 





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Openings as of 3/7/2026

Educational Assistant (Working With Student(s) With Special Needs)

JobID: 1591

Position Type:
  Support Staff/Special Education Assistant


Date Posted:
  2/5/2026


Location:
  School building TBD to meet District/Student Needs


  Additional Information:  Show/Hide

7 hours per day
186 days per year
Starting salary $21.08 per hour
Salary based on experience and educational level on OAPSE Salary Schedule
 
• Must hold valid Ohio Educational Aide Permit or be able to obtain one
• Experience working with students in small group, resource and/or inclusion settings preferred
• Experience in working with students with Autism or behavioral disorders is preferred
• Must be willing to work independently to support the daily instructional and medically related needs of a special needs student one-on-one, as required
• Must be willing to work collaboratively with teachers to provide support services to students
• Have the ability to communicate effectively with students, staff and parents
• Must have the full support of the Building Principal, Director/Assistant Director of Special Education, and Assistant Superintendent
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.





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Openings as of 3/7/2026

Bus Driver

JobID: 1581

Position Type:
  Transportation/Bus Driver


Date Posted:
  1/23/2026


Location:
  Transportation


  Additional Information:  Show/Hide

This position is not a route specialist, it is an assigned, regular bus route
• 5.75 Hours per school day Monday-Friday
• 187 Work Days
• Minimum pay $26.03/hour
• Calendar and AM/PM driving schedule will be provided
• Must possess or be physically qualified and capable of passing certain training requirements in order to secure a valid commercial driver license to drive a school bus
• Must have the ability to communicate effectively and work cooperatively with students, staff, parents and community members
• Must be able to take care of own bus/van to insure safety and welfare of passengers being transported
• Preference given to candidates who can demonstrate an excellent driving record
• Must have full support of the Coordinator of Transportation Services and Assistant Superintendent

The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.
 
 
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Openings as of 3/7/2026

Van Driver

JobID: 1599

Position Type:
  Transportation/Bus Driver


Date Posted:
  2/11/2026


Location:
  Transportation


  Additional Information:  Show/Hide

Monday-Friday
3 hours/day
192 days/year
 
Minimum pay $18.75/hour
• Must possess or be physically qualified and capable of passing certain training requirements in order to secure a valid commercial driver license to drive a school van
• Must have a minimum of 2 years driving experience
• Must have the ability to communicate effectively and work cooperatively with students, staff, parents and community members
• Must be able to take care of own van to insure safety and welfare of passengers being transported
• Preference given to candidates who can demonstrate an excellent driving record
• Must have full support of the Coordinator of Transportation Services and Assistant Superintendent

The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.
 
 
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