https://jobs.socialstudies.org Latest NCSS Career Center Jobs Tue, 19 May 2026 09:02:30 Z https://jobs.socialstudies.org/jobs/rss/22218350/upper-school-history-teacher https://jobs.socialstudies.org/jobs/rss/22218350/upper-school-history-teacher Lakeland, Florida, Lakeland Christian School seeks a passionate Social Studies/History teacher who is committed to helping Upper School students (grades 6-12) understand the past through the lens of God's Word. This position offers the opportunity to guide students in discovering how history reveals God's character, purposes, and faithfulness while equipping them to be informed, thoughtful citizens who engage culture with biblical wisdom. The ideal candidate will combine deep historical knowledge with pedagogical excellence and a vibrant Christian faith, inspiring students to think critically about the past, present, and future. This teacher will help students develop historical thinking skills, understand the Christian foundations of Western civilization, and recognize the ways biblical worldview has shaped—and continues to shape—human history. Educational Background Bachelor's degree in History, Political Science, Social Sciences, or related field (required) Master's degree in History, Education, or related field (preferred) Teaching certification or willingness to obtain certification (Florida and ACSI) Strong content knowledge across multiple historical periods and geographic regions Experience teaching AP courses strongly preferred (if teaching AP-level courses) Faith & Spiritual Maturity Eagerness to leverage content expertise with an authentic desire to enter in discipleship with students. Personal commitment to Jesus Christ as Lord and Savior with evidence of spiritual maturity Agreement with and commitment to LCS's Statement of Faith Active involvement in a local evangelical church Passion for integrating biblical truth with historical study Demonstrable Christ-like character including integrity, wisdom, humility, and grace Understanding of how Christian worldview applies to historical interpretation and civic engagement Teaching Competencies Focused use of formative and summative assessments that authentically demonstrate the transfer of knowledge and skills Curricular planning using the Understanding by Design planning framework (or willingness/ability to learn). The school provides ongoing training in this area. Eagerness to partner with parents in the discipleship of students toward Christ Timely feedback loops that engage students in their growth  Ability to make history compelling and relevant for adolescent learners Strong skills in facilitating discussion, Socratic dialogue/Harkness method, and respectful debate Experience with document-based instruction and primary source analysis Excellent written and verbal communication skills Strong classroom management and relational skills with teenagers Ability to teach controversial topics with balance, wisdom, and sensitivity Comfort using educational technology, digital resources, and multimedia in instruction Commitment to academic excellence and rigorous college-preparatory standards Desired Qualities Previous experience teaching history, geography, government, or economics at the middle or high school level Background in AP instruction and curriculum design Understanding of how to teach history from a Christian perspective Knowledge of historiography and various schools of historical interpretation Coaching experience or willingness to support athletics/extracurriculars Comfort discussing complex social and political issues with wisdom and grace Tue, 21 Apr 2026 14:27:20 -0400 https://jobs.socialstudies.org/jobs/rss/22284504/spanish-teacher-secondary-school https://jobs.socialstudies.org/jobs/rss/22284504/spanish-teacher-secondary-school Austin, Texas,                                                                             SPANISH TEACHER School Year: 2026 - 2027 Classification: Exempt Reports To: Head of Secondary Location: Austin, TX, USA Job Closing Date: Open Until Filled  JOB DESCRIPTION   Summary/Objective Magellan International School (MIS) in Austin, Texas, has an opening for a Spanish Teacher. This position will work with our Secondary School. The teacher will create a progressive learning environment where students demonstrate critical thinking and uphold the attributes of the International Baccalaureate (IB) learner profile. The teacher will support students' academic and personal development while contributing to extracurricular and community activities.   Essential Functions Plans and teaches Spanish lessons aligned with the IB Middle Years Program (MYP) curriculum, differentiating to meet individual student needs. Guides students through immersive language acquisition experiences that foster intercultural understanding, communication skills, and global awareness. Creates and maintains a Spanish immersion environment in the classroom. Attends staff and faculty meetings, supports colleagues, and collaborates with the MYP Coordinator on curriculum planning and program effectiveness. Collaborates with faculty to plan activities, interdisciplinary projects, and disciplinary units. Utilizes a variety of instructional strategies and technology to enhance learning. Participates in curriculum planning and student progress meetings. Maintains up-to-date records of student progress, attendance, grades, and assessments. Provides elective classes each semester. Serves as an advisor to a group of students, supporting their academic and social-emotional development. Maintains high standards for academic performance and behavior. Encourages student improvement and goal-setting. Fosters an engaging learning environment that promotes critical thinking, problem-solving, and creativity. Organizes educational field trips to support the Spanish curriculum. Supervises students during carline, breaks, and lunch. Prepares documentation for IB external assessments. Communicates effectively with parents regarding student progress. Participates in community engagement efforts and school initiatives to support the school’s growth. Manages the school’s relationship with International Spanish Academies (ISA) and coordinates Diplomas of Spanish as a Foreign Language (DELE) examinations. Other Duties Performs other duties as assigned, which may change at any time with or without notice.   Qualifications Bachelor’s Degree in Spanish, Education or related field; or a Bachelor’s Degree in an unrelated field with Secondary Teacher Certification.  Minimum of three years of Secondary School classroom experience. IB MYP and/or DP experience preferred. Communicate effectively in English and Spanish, both orally and in writing. Three years of experience focused on project-based learning preferred. Experience integrating information technology (IT) with teaching. Experience with Google Workspace, Toddle, and Apple Mac platforms preferred. Knowledge of curriculum development, program evaluation, instructional strategies, classroom management, and learning assessments. Personal Attributes and Skills Dynamic and empathetic communicator Student-focused, warm, caring, and supportive Passionate about teaching and learning Flexible and willing to work collaboratively with teams Committed to the school's vision and mission Salary and Benefits A competitive salary package commensurate with experience, including medical and supplemental benefits, retirement offerings, and paid time off.   Work Environment This job operates in a professional office as well as a classroom environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets and requires lifting, bending, standing, and stooping.   Position Type and Expected Hours of Work “Core” work hours: 8:15 am to 4:15 pm from Tuesdays to Fridays and 8:15 am to 5:30 pm on Mondays. Availability during occasional nights and weekend events.   Travel Some out-of-area travel may be expected, but is not common.   Additional Eligibility Qualifications A criminal history background check will be required for finalist(s) under consideration for this position. If hired, you will be required to complete the federal Employment Eligibility Verification form, I-9. You will be required to present acceptable and original documents to prove your identity and authorization to work in the United States.    Equal Opportunity Employer Magellan International School provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, sexual orientation, gender identity, disability, genetic information, veteran status, or any other protected characteristic in accordance with applicable law.  Mon, 18 May 2026 09:31:25 -0400 https://jobs.socialstudies.org/jobs/rss/22284505/5th-grade-science-geography-teacher https://jobs.socialstudies.org/jobs/rss/22284505/5th-grade-science-geography-teacher Montgomery, Alabama, Summary of the Position:  The Montgomery Academy is seeking a teacher primarily for the Fifth Grade Science/Geography course in the Middle School.  Fifth Grade Science and Geography is a hands-on, interactive course designed to promote deep thinking, curiosity, and an interest in science and the world around us.  This individual will serve as a member of the core academic fifth grade team as well as a Homeroom Advisor.  Essential Duties and Responsibilities: Primary teaching responsibility is 5th grade Science/Geography, though sections could also include other sections within the science or history department. Serve as a Homeroom Advisor  Effectively integrate appropriate educational technology (including iPads) into the curriculum including managing a LMS. Work closely and effectively with other science and history teachers to ensure that the curriculum flows smoothly from course to course  Integrate the language of leadership and character development into the classroom Communicate with parents proactively, positively and professionally to support the academic, social-emotional, and physical needs of students Engage in continued professional development Perform other duties to support the division and/or school as a whole Qualifications: Bachelor's Degree in an appropriate field; advanced degree preferred Teaching experience in Science or History preferred Creative, enthusiastic, and growth-mindset approach to learning Experience in the use of educational technology Excellent verbal and written communication skills Genuine concern for students and their learning success Collaborative approach to working with other faculty members Mon, 18 May 2026 09:39:11 -0400 https://jobs.socialstudies.org/jobs/rss/22283797/great-lakes-tourism-specialist-extension-associate https://jobs.socialstudies.org/jobs/rss/22283797/great-lakes-tourism-specialist-extension-associate Ithaca, New York, Great Lakes Tourism Specialist - Extension Associate The College of Agriculture and Life Sciences (CALS) is a pioneer of purpose-driven science and Cornell University's second largest college. We work across disciplines to tackle the challenges of our time through world-renowned research, education, and outreach. The questions we probe and the answers we seek focus on three overlapping concerns: We believe that achieving next-generation scientific breakthroughs requires an understanding of the world's complex, interlocking systems. We believe that access to nutritious food and a healthy environment is a fundamental human right. We believe that ensuring a prosperous global future depends on the ability to support local people and communities everywhere. By working in and across multiple scientific areas, CALS can address challenges and opportunities of the greatest relevance, here in New York, across the nation, and around the world. Position Function Serve as a primary resource for Great Lakes coastal recreation and tourism organizations, businesses, and local, county and state agencies on tourism and economics. Provide extension programming related to the economic and social impacts, business development, promotion, and environmental management/policy issues associated with Great Lakes coastal recreation and tourism. Demonstrate the ability to self-motivate, work independently as well as a member of a team, and develop annual plans of work that include measurable outcomes. Develop extension, outreach, and educational materials and training programs to support a vibrant, resilient, and sustainable coastal recreation tourism industry, as well as inform a related research plan for New York State. Additionally, develop, implement, and evaluate a stakeholder engagement process for identifying the status, constraints, and opportunities for coastal recreation and tourism in New York's Great Lakes region, which include a newly designated National Marine Sanctuary. Specific Program Development Responsibilities: Serve as a recognized subject matter specialist in the areas of water dependent business development, tourism/promotion, economics, and/or natural resource management and policy as it relates to water-dependent businesses, the marine trades industry, scenic byways and other coastal tourism attractions and facilities, recreation-related organizations, and government agencies, as well as adult education. Work collaboratively with stakeholders (especially with the marine trades industry, tourism advisory councils, water-dependent businesses, etc.), community partners, and agencies to develop enduring and empowering relationships for productive dialogue around what constitutes sustainable Great Lakes recreation and tourism. Facilitate information exchange and collaboration among stakeholder groups to promote, diversify and/or strengthen nature-based/ecosystem, cultural, and heritage tourism efforts. Disseminate and translate science-based research generated about Great Lakes tourism and recreation to businesses, agencies, community members, recreationalists, and the public in various formats. Develop and implement an extension and outreach program and facilitate business development, organizational partnerships, science, and information management actions to provide science-based information to inform and support sustainable coastal recreation and tourism in New York's Great Lakes. Engage stakeholders and shareholders in identifying priority research needs and preferred policies and management strategies for supporting sustainable coastal recreation and tourism in the region. Provide training, technical assistance, and resources to professional organizations, such as the marine trades industry, to increase their resilience to industry disturbances such as COVID-19, high and low water levels, ice fluctuations, seiches, and other coastal hazards. Collaborate with other universities, Sea Grant, and extension staff to stimulate educational resource program sharing in the field of economics related to Great Lakes recreation and tourism. University and Extension Program Ties: Plan and conduct extension education programs related to recreation and tourism, economics, business development/retention and natural resource management and policy. Develop significant new subject matter materials such as curricula and extension education publications. Actively pursue outside grants and contracts to support this program area. Has subject matter responsibility for integrating Sea Grant Extension and University recreation and tourism economics, business development and natural resource management and policy programming initiatives in a statewide, regional, and/or national context. Collaborate within area of program expertise within New York Sea Grant, Cornell Cooperative Extension, and State and Local agencies. Anticipated Division of Time Program Implementation: 40% Programs are implemented using various educational tools such as publications, electronic technology, group experiences, mass media, individual advisement, websites, social media, etc. Engage stakeholders in various forums, including workshops, meetings, conferences, etc. When appropriate, support the development of new organizations and representative groups to articulate industry needs. Develop networks of volunteers and/or public/private professionals (experts) to assist in extension outreach program development. Work collaboratively with stakeholders (especially water-dependent businesses, recreationists, tourism advisory councils, marine trades industry, etc.), community partners, and agencies to develop enduring and empowering relationships for productive dialog around sustainable recreation and tourism in the Great Lakes. Collaborate with other universities, Sea Grant, and extension staff to stimulate extension outreach resource program sharing in the field of coastal recreation and tourism economics. Program Development: 30% Extension and outreach programming and tools are developed, implemented and evaluated based on the needs of clientele as identified, in part, through a Program Advisory Network whose members represent the interests served by the position. Serve as a recognized subject matter specialist in the area of coastal recreation and tourism, economics, business development/retention and natural resource management and policy. Provide subject matter expertise and educational program support to elected officials, appointed representatives, executive-level agency administrators at local, state, and federal levels, and other decision-makers. Provide coastal recreation technical expertise and program support to an extensive and diverse variety of public and private stakeholders and decision-makers, including water-dependent businesses, marine trades industry, byways, state and county Cooperative Extension Services, state and regional groups, state and national natural resource management agency professionals, state and national environmental regulatory agency professionals, and the news media. Develop and implement an extension and outreach program, as well as facilitate organizational partnerships, science, monitoring, and information management actions to provide science-based information to inform and support sustainable recreation and tourism in the region. Develop/update a webpage on the New York Sea Grant website dedicated to coastal recreation and tourism with relevant business, economic and environmental information for New York's Great Lakes. Disseminate and translate science-based research generated about recreation and tourism, including economics, to businesses, agencies, community members, and the public in various formats. Provide training, technical assistance, and resources to stakeholders to increase their individual and collective capacity to sustain practices that support sustainable coastal recreation and tourism. Program Evaluation and Applied Research: 10% Collaborate on the design, execution, and analysis of extension/outreach program evaluations. At least one program evaluation is performed annually to assess benefits and identify avenues for program improvement. The results of such program evaluations are summarized in a written narrative that communicates findings and recommendations to regional and county extension educators, program advisory committees, lay leaders, industry representatives, and university faculty. Plan and conduct applied economics, business development, marketing/promotion, social science, and/or natural resource management and policy research in support of extension education programs in coastal recreation and tourism and may develop significant new subject matter materials such as curriculums and extension education publications. Grant Management: 10% Assist with the pursuit of outside grants and contracts to support the program area. Act as key personnel for grants secured. Staff Development and Professional Improvement: 10% May design and teach regional in-service education programs to support the efforts of regional and county extension educators, Sea Grant specialists, volunteers, DEC state agency personnel, and industry leaders in coastal recreation and tourism economics. May occasionally collaborate with university departments and other state Sea Grant programs in planning and conducting extension staff development activities. Keeps current in their area of professional expertise. Professional growth is demonstrated in developing and fulfilling professional improvement plans filed with Sea Grant Extension program leadership. Requirements: Required Preferred Experience using long-distance education technologies in extension or outreach. Experience in applying for external resources to support applied research and outreach programming. Experience bringing successful educational programs to underserved or marginalized communities. Experience in human dimension research. Experience conducting economic research. Reporting Relationships The Extension Associate reports to a Great Lakes Regional Extension Leader. Direction is established through Program Advisory Networks, university faculty, and organizational leadership of the Sea Grant Extension Program. This position will primarily reside in Oswego, New York. Supervision Exercised There are no supervisory responsibilities with this position. To apply: Qualified candidates should submit a short cover letter, curriculum vitae, and contact information for three references via the website. Applications will be reviewed as received, continuing until a suitable applicant is identified. CALS hiring rate for this position is $80,000. College of Agriculture and Life Sciences Life. Changing. Cornell's regional and global presence includes state-wide Cornell Cooperative Extension programs and offices in all counties and boroughs, global partnerships with institutions and communities engaged in life-changing research and education, the medical college's campuses on the Upper East Side of Manhattan and Doha, Qatar, and the Cornell Tech campus on Roosevelt Island in the heart of New York City. Pay Range: Refer to Posting Language Pay Ranges: The hiring rate of pay for the successful candidate will be determined considering the following criteria: Prior relevant work or industry experience. Education level to the extent education is relevant to the position. Academic Discipline Unique applicable skills. Employment Assistance: Notice to Applicants: EEO Statement: Cornell welcomes students, faculty, and staff with diverse backgrounds from across the globe to pursue world-class education and career opportunities, to further the founding principle of "... any person ... any study." No person shall be denied employment on the basis of any legally protected status or subjected to prohibited discrimination involving, but not limited to, such factors as race, ethnic or national origin, citizenship and immigration status, color, sex, pregnancy or pregnancy-related conditions, age, creed, religion, actual or perceived disability (including persons associated with such a person), arrest and/or conviction record, military or veteran status, sexual orientation, gender expression and/or identity, an individual's genetic information, domestic violence victim status, familial status, marital status, or any other characteristic protected by applicable federal, state, or local law. Cornell University embraces diversity in its workforce and seeks job candidates who will contribute to a climate that supports students, faculty, and staff of all identities and backgrounds. We hire based on merit, and encourage people from historically underrepresented and/or marginalized identities to apply. Consistent with federal law, Cornell engages in affirmative action in employment for qualified protected veterans as defined in the Vietnam Era Veterans' Readjustment Assistance Act (VEVRAA) and qualified individuals with disabilities under Section 503 of the Rehabilitation Act. We also recognize a lawful preference in employment practices for Native Americans living on or near Indian reservations in accordance with applicable law. 2026-05-15 Tue, 19 May 2026 00:44:01 -0400 https://jobs.socialstudies.org/jobs/rss/22284835/assistant-principal-middle-school-eligibility-pool https://jobs.socialstudies.org/jobs/rss/22284835/assistant-principal-middle-school-eligibility-pool Riverside, California, Under the direction of Middle School Principal, assist in the overall functioning of the school, including school behavior, guidance, curriculum, student activities, plant management, attendance, summer school, promotion, and data processing. REPRESENTATIVE DUTIES : Leadership & Strategy Support board and district goals and priorities Support and focus on district/school-wide goals and initiatives. Serve as the Principal in the absence of the Principal. Support a school culture designed to meet the needs of all students. Focus on increasing student learning outcomes and improving state indicators for all students. Instructional and Curriculum Management Participate in curriculum implementation. Oversee the development of the master schedule. Manage data processing and student records. Coordinate attendance procedures and incentives Support adherence to grade level standards and state frameworks. Support the academic and social emotional growth and development of students. Support the MTSS and PBS practices and priorities at the school site. Please see Edjoin for the complete job description and listing of the job responsibilities.   EDUCATION, LICENSES AND EXPERIENCE: Valid California Administrative Services Credential Valid California Credential with English Learners Certification Master’s Degree preferred Minimum five years of successful teaching and/or administrative experience working with a diverse socio-economic and multi-ethnic school population Must possess a valid driver’s license or identification card Bilingual preferred   Please submit the following documents in Edjoin: Resume 3 current letters of recommendation dated within the past 12 months Letter of Introduction (must be specific to the job position you are applying for)   Candidates invited to interview will be contacted via email Edjoin Riverside Unified will not accept attachments via fax, walk-in, or email. If you are having difficulties adding attachments to your application or any other questions please contact, the Edjoin help desk at (888) 900-8945 for assistance. Mon, 18 May 2026 18:13:13 -0400 https://jobs.socialstudies.org/jobs/rss/22284618/upper-school-social-studies-teacher https://jobs.socialstudies.org/jobs/rss/22284618/upper-school-social-studies-teacher New Orleans, Louisiana, Academy of the Sacred Heart is seeking a dynamic and engaging Upper School Social Studies Teacher to join our faculty. This position works closely with the Upper School Division Head, students, families, and colleagues to support the academic, social, and emotional growth of students while upholding the mission and Goals and Criteria of Sacred Heart education. Responsibilities include: Teaching Upper School social studies courses and supporting student learning and growth Designing engaging, student-centered lessons and assessments Communicating regularly with students, parents, counselors, and colleagues Supporting students through advisory and community-building programs Maintaining a positive, safe, and collaborative classroom environment Participating in school events, retreats, meetings, and professional development opportunities Collaborating with faculty on curriculum development and interdisciplinary learning experiences Supervising and interacting with students throughout the school day Modeling professionalism, ethical behavior, and the values of Sacred Heart education Preferred Qualifications Master’s degree in history, economics, or political science or other social science discipline Secondary certification in social studies At least two years of teaching experience at the high school level Experience teaching/planning Advanced Placement courses Ability to design innovative, engaging, and differentiated instruction  Enthusiasm for working collaboratively with colleagues including the desire to plan integrative curriculum experiences across the disciplines and divisions Excellent communication skills and ability to constructively collaborate with colleagues and parents Mon, 18 May 2026 11:55:44 -0400 https://jobs.socialstudies.org/jobs/rss/22284512/secondary-biology-and-general-science-teacher https://jobs.socialstudies.org/jobs/rss/22284512/secondary-biology-and-general-science-teacher Austin, Texas, SECONDARY BIOLOGY AND GENERAL SCIENCE TEACHER    School Year: 2026 - 2027 Classification: Exempt Reports To: Head of Secondary School Location: Austin, TX, USA Job Closing Date: Open Until Filled   JOB DESCRIPTION   Summary/Objective Magellan International School (MIS) in Austin, Texas, has an opening for a Secondary School Biology and General Science Teacher. The teacher will create a progressive learning environment where middle and high school students demonstrate critical thinking and uphold the attributes of the International Baccalaureate (IB) learner profile. The teacher will support students’ academic and personal development while contributing to extracurricular and community activities.   Essential Functions Plans and teaches high school Biology and middle school Science aligned with the IB Middle Years Program (MYP) and Diploma Program (DP) curriculum, differentiating to meet individual student needs.  Guides students through inquiry-based exploration of scientific concepts, fostering critical thinking and problem-solving. Prepares students for IB MYP & DP assessments, ensuring mastery of content & laboratory skills. Attends staff and faculty meetings, supports colleagues, and collaborates with the MYP and/or DP Coordinator on curriculum planning and program effectiveness.  Collaborates with faculty to plan activities, interdisciplinary projects, & disciplinary units. Utilizes a variety of instructional strategies and technology to enhance learning. Participates in curriculum planning and student progress meetings. Maintains up-to-date records of student progress, attendance, grades, and assessments. Provides elective classes each semester. Serves as an advisor to a group of students, supporting their academic and social-emotional development. Maintains high standards for academic performance and behavior. Encourages student improvement and goal-setting. Fosters an engaging learning environment that promotes critical thinking, problem-solving, and creativity. Organizes educational field trips to support the curriculum. Supervises students during carline, breaks, and lunch. Prepares documentation for IB external assessments. Communicates effectively with parents regarding student progress. Participates in community engagement efforts and school initiatives to support the school’s growth. Other Duties Performs other duties as assigned, which may change at any time with or without notice.   Qualifications Bachelor’s Degree in Science, Biology or related field; or a Bachelor’s Degree in an unrelated field with Secondary Teacher Certification. Minimum of three years of Secondary School classroom experience. IB MYP and/or DP experience preferred. Communicates effectively in English, both orally and in writing. Three years of experience focused on project-based learning preferred. Experience integrating information technology (IT) into teaching.  Experience with Google Workspace, Toddle, and Apple Mac platforms preferred. Knowledge of curriculum development, program evaluation, instructional strategies, classroom management, and learning assessments. Personal Attributes and Skills Dynamic and empathetic communicator Student-focused, warm, caring, and supportive Passionate about teaching and learning Flexible and willing to work collaboratively with teams Committed to the school's vision and mission Salary and Benefits A competitive salary package commensurate with experience, including medical and supplemental benefits, tuition remission for dependent children, retirement offerings, and paid time off.   Work Environment This job operates in a classroom environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, filing cabinets and fax machines. This role requires lifting, bending, standing, and stooping. Work is performed indoors and outdoors.   Position Type and Expected Hours of Work “Core” work hours: 8:15 am to 4:15 pm from Tuesdays to Fridays and 8:15 am to 5:30 pm on Mondays. Availability during occasional nights and weekend events.   Travel Some out-of-area travel may be expected, but is not common.   Additional Eligibility Qualifications A criminal history background check will be required for finalist(s) under consideration for this position. If hired, you will be required to complete the federal Employment Eligibility Verification form, I-9. You will be required to present acceptable and original documents to prove your identity and authorization to work in the United States.   Equal Opportunity Employer MIS provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, sexual orientation, gender identity, disability, genetic information, veteran status, or any other protected characteristic in accordance with applicable law. Mon, 18 May 2026 09:38:16 -0400 https://jobs.socialstudies.org/jobs/rss/22284502/individuals-societies-i-s-teacher https://jobs.socialstudies.org/jobs/rss/22284502/individuals-societies-i-s-teacher Austin, Texas,                                                  INDIVIDUALS & SOCIETIES (I&S) TEACHER    School Year: 2026 - 2027 Classification: Exempt Reports To: Head of Secondary School Location: Austin, TX, USA Job Closing Date: Open Until Filled   JOB DESCRIPTION   Summary/Objective Magellan International School (MIS) in Austin, Texas, has an opening for an Individuals and Societies (I&S) Teacher. This position will work with our Secondary School. The teacher will create a progressive learning environment where students demonstrate critical thinking and uphold the attributes of the International Baccalaureate (IB) learner profile. The teacher will support students' academic and personal development while contributing to extracurricular and community activities.   Essential Functions Plans and teaches Individuals and Societies (I&S) lessons aligned with the IB Middle Years Program (MYP) curriculum, differentiating to meet individual student needs. Guides students through inquiry-based exploration of history, geography, political systems, and social sciences, fostering critical thinking and global awareness. Attends staff and faculty meetings, supports colleagues, and collaborates with the MYP Coordinator on curriculum planning and program effectiveness.  Collaborates with Secondary School faculty to plan activities, interdisciplinary projects, and disciplinary units. Utilizes a variety of instructional strategies and technology to enhance learning. Participates in curriculum planning and student progress meetings. Maintains up-to-date records of student progress, attendance, grades, and assessments. Provides elective classes each semester. Serves as an advisor to a group of students, supporting their academic and social-emotional development. Maintains high standards for academic performance and behavior. Encourages student improvement and goal-setting. Fosters an engaging learning environment that promotes critical thinking, problem-solving, and creativity. Organizes educational field trips to support the curriculum. Supervises students during carline, breaks, and lunch. Prepares documentation for IB external assessments. Communicates effectively with parents regarding student progress. Participates in community engagement efforts and school initiatives to support the school’s growth. Other Duties Performs other duties as assigned, which may change at any time with or without notice.   Qualifications Bachelor’s Degree in History, Social Studies, or related field; or a Bachelor’s Degree in an unrelated field with Secondary Teacher Certification.  Minimum of three years of Secondary School classroom experience. IB MYP and/or DP experience preferred. Communicates effectively in English, both orally and in writing. Three years of experience focused on project-based learning preferred. Experience integrating information technology (IT) into teaching.  Experience with Google Workspace, Toddle, and Apple Mac platforms preferred. Knowledge of curriculum development, program evaluation, instructional strategies, classroom management, and learning assessments. Personal Attributes and Skills Dynamic and empathetic communicator Student-focused, warm, caring, and supportive Passionate about teaching and learning Flexible and willing to work collaboratively with teams Committed to the school's vision and mission Salary and Benefits A competitive salary package commensurate with experience, including medical and supplemental benefits, retirement offerings, and paid time off.   Work Environment This job operates in a classroom environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, filing cabinets and fax machines. This role requires lifting, bending, standing, and stooping. Work is performed indoors and outdoors.   Position Type and Expected Hours of Work “Core” work hours: 8:15 am to 4:15 pm from Tuesdays to Fridays and 8:15 am to 5:30 pm on Mondays. Availability during occasional nights and weekend events.   Travel Some out-of-area travel may be expected, but is not common.   Additional Eligibility Qualifications A criminal history background check will be required for finalist(s) under consideration for this position. If hired, you will be required to complete the federal Employment Eligibility Verification form, I-9. You will be required to present acceptable and original documents to prove your identity and authorization to work in the United States.   Equal Opportunity Employer MIS provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, sexual orientation, gender identity, disability, genetic information, veteran status, or any other protected characteristic in accordance with applicable law.  Mon, 18 May 2026 09:30:46 -0400 https://jobs.socialstudies.org/jobs/rss/22283497/office-manager-4263c-haas-school-of-business-86265 https://jobs.socialstudies.org/jobs/rss/22283497/office-manager-4263c-haas-school-of-business-86265 Berkeley, California, Office Manager (4263C) Haas School of Business 86265 About Berkeley At the University of California, Berkeley, we are dedicated to fostering a community where everyone feels welcome and can thrive. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff. As a world-leading institution, Berkeley is known for its academic and research excellence, public mission, diverse student body, and commitment to equity and social justice. Since our founding in 1868, we have driven innovation, creating global intellectual, economic and social value. We are looking for applicants who reflect California's diversity and want to be part of an inclusive, equity-focused community that views education as a matter of social justice. Please consider whether your values align with our Guiding Values and Principles , Principles of Community , and Strategic Plan . At UC Berkeley, we believe that learning is a fundamental part of working, and provide space for supportive colleague communities via numerous employee resource groups (staff organizations). Our goal is for everyone on the Berkeley campus to feel supported and equipped to realize their full potential. We actively support this by providing all of our full-time staff employees with at least 80 hours (10 days) of paid time per year to engage in professional development activities. Find out more about how you can grow your career at UC Berkeley. Departmental Overview UC Berkeley's Haas School of Business offers a unique opportunity to champion new ideas, collaborate across boundaries, and continually learn in a workplace committed to creating a welcoming environment for all. Our distinctive culture is captured within our four Defining Leadership Principles : Question the Status Quo, Confidence Without Attitude, Students Always, and Beyond Yourself. These principles distinguish Berkeley Haas as a unique environment, conducive to teamwork, collaboration, and career growth. For more information about the Haas School of Business visit: https://haas.berkeley.edu/about/ The Energy Institute at Haas (EI) is a premier center for energy economics and policy. Our mission is to advance an economically and environmentally sustainable energy future through rigorous research, teaching, and policy engagement. EI program staff collaborate closely with faculty to deliver research and outreach. Application Review Date The First Review Date for this job is: May 29, 2026 Application Review Date The First Review Date for this job is: May 27, 2026 Responsibilities This position functions as the Office Manager of a medium-sized research unit that also organizes frequent events with outside participants. The Office Manager is responsible for the general operations of the Energy Institute at Haas, including activities in IT, purchasing, event planning and execution, website management, social media/marketing, and facilities. The Office Manager initiates and develops administrative operations, manages some databases, engages in special projects, and ensures compliance with University policies in all areas. The Office Manager also is responsible for event planning and execution for all conferences, seminars, executive education courses, business meetings, and two annual week-long research conferences hosted by the Energy Institute. The Office Manager also supports The Strauch Cleantech to Market (C2M) course and the Berkeley Energy and Resource Collaborative (BERC) with certain events and administrative functions. The Office Manager may also supervise one or more student workers. Manages, plans, and administers a wide range of administrative operations at the Energy Institute. Administrative operations include IT, communications, facilities, and safety. Sole administrative support for The Strauch Cleantech to Market (C2M) course and the Berkeley Energy and Resources Collaborative (BERC). C2M responsibilities include event planning and website upkeep. This position also coordinates with BERC leadership and provides support for two annual high-profile events. Oversees one or more work-study students who aid in day-to-day office management. Serves as an administrative liaison between the Agricultural and Resource Economics Department (ARE) and EI. Coordinates with the College of Natural Resources and ARE on events and scheduling. Provides all administrative and logistics support for event planning, including conferences and research workshops. seminars, and meetings. Researches and analyzes logistical and financial options for all events. Communicates with conference sponsors and assists with fundraising-related duties. Coordinates with Haas event staff on room reservations, catering, and event audio and video permits. Coordinates and arranges accommodations, parking, and reimbursement for all invited conference attendees, speakers, and visitors. Develops and manages online registration system for EI and C2M events, including troubleshooting with the registration vendor. Responsible for EI and C2M websites, EI blog, EI social media accounts (currently: LinkedIn, Bluesky, Instagram), and all other EI electronic communications. Update EI and C2M websites. Administer, troubleshoot, and update the EI blog site (in coordination with faculty authors), the Energy & Environmental Economics seminar website, and the BERC website through the WordPress platform. Purchasing and Reimbursements: Using Berkeley Financial System and BearBuy prepares requisitions, tracks purchase orders, submits vendor requests, and follows through on all paperwork until the payment process is complete. Ensures proper chartstrings are charged. Maintains documentation for all accounting needs. Prepares documentation for reconciling BluCard purchases for procurement purposes. Travel and entertainment reimbursements: responsible for preparing and processing all entertainment and travel costs. Professional Learning and Growth. Actively contributes to a team environment that fosters and promotes a culture of belonging for all, within the unit and at Haas. Exemplifies Haas' four Defining Leadership Principles. Completes required training on time and engages in opportunities for learning pertinent to the position or at the suggestion of the supervisor. Required Qualifications Experience working in an administrative setting. Solid spoken and written communication and interpersonal skills to communicate effectively with all levels of staff, faculty, students, program participants, and outside constituents. Solid organizational skills and ability to multi-task with demanding timeframes. Strong skills in website management, social media, and Wordpress platforms. Experience with budgets and including tracking and forecasting expenses. Working knowledge of common organization-specific and other computer application programs. Ability to use sound judgment in responding to issues and concerns. Ability to use discretion and maintain confidentiality. Bachelor's degree in related area and / or equivalent experience / training Preferred Qualifications Experience with Berkeley Financial System (BFS) and BearBuy procedures and processes, including adherence to institutional policies. Salary & Benefits For information on the comprehensive benefits package offered by the University, please visit the University of California's Compensation & Benefits website. Under California law, the University of California, Berkeley is required to provide a reasonable estimate of the compensation range for this role and should not offer a salary outside of the range posted in this job announcement. This range takes into account the wide range of factors that are considered in making compensation decisions including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, analysis of internal equity, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience. The budgeted hourly range that the University reasonably expects to pay for this position is $38.81 (Step 9) - $51.95 (Step 22) This position is non-exempt and paid bi-weekly. This is a 100% full-time (40 hours per week), career position that is eligible for full UC benefits Other Information This position is governed by the terms and conditions in the agreement for the Clerical & Allied Services Unit (CX) between the University of California and Teamsters Local 2010. The current bargaining agreement manual can be found at: http://ucnet.universityofcalifornia.edu/labor/bargaining-units/cx/index.html This role initially requires working on campus. Future flexible work options may be explored once onboarding and a training period are complete. This is not a visa opportunity. This position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee. How to Apply To apply, please submit your resume and cover letter. Conviction History Background This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check. Misconduct Disclosure As a condition of employment, the final candidate who accepts a conditional offer of employment will be required to disclose if they have been subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct; received notice of any allegations or are currently the subject of any administrative or disciplinary proceedings involving misconduct; have left a position after receiving notice of allegations or while under investigation in an administrative or disciplinary proceeding involving misconduct; or have filed an appeal of a finding of misconduct with a previous employer. 'Misconduct' means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. For reference, below are UC's policies addressing some forms of misconduct: UC Sexual Violence and Sexual Harassment Policy UC Anti-Discrimination Policy Abusive Conduct in the Workplace Equal Employment Opportunity The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law. To apply, visit https://careerspub.universityofcalifornia.edu/psc/ucb/EMPLOYEE/HRMS/c/HRS_HRAM_FL.HRS_CG_SEARCH_FL.GBL?Page=HRS_APP_JBPST_FL&JobOpeningId=86265&PostingSeq=1&SiteId=21&languageCd=ENG&FOCUS=Applicant Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-f6e27152277d0849a2b86d19e37d47d6 Tue, 19 May 2026 02:36:02 -0400 https://jobs.socialstudies.org/jobs/rss/22283431/postdoctoral-research-associate https://jobs.socialstudies.org/jobs/rss/22283431/postdoctoral-research-associate Princeton, New Jersey, Postdoctoral Research Associate Princeton University: Office of the Dean of the Faculty: Social Sciences: Politics Location: Princeton, NJ Salary Range or Pay Grade: $70,000-$75,000/year Description The Department of Politics at Princeton University invites applications for a postdoctoral research associate position. The individual, who will work with Professor Arthur Spirling, will be asked to participate in projects that research and refine quantitative methodology for political science. The postdoc will work on a variety of projects, which may include methods for large language models, the impact of artificial intelligence on society, as well as broader questions surrounding the application of statistics and machine learning in social science. The position requires no teaching, though teaching opportunities may be provided if requested. When teaching, successful candidates will carry the additional part-time rank of Lecturer, and any teaching opportunities are subject to sufficient enrollments and the approval of the Dean of the Faculty. Some mild administrative work may be required. Qualifications The successful candidate will have a PhD and a strong background in quantitative research/statistics/econometrics. Strong computational skills are required. Ideally these skills would include programming ability in scripting and system languages. Experience working with large language models, either locally or via API is desirable. Experience working with large relational databases is also desirable. The candidate should take initiative, be creative, well organized, flexible, attend to detail, and respond to deadlines in a timely fashion. Application Instructions Applicants must apply with a cover letter, CV, and contact information for two referees, one of which should be from the principal advisor of the doctorate program. The appointment is for one year with the possibility of an extension pending satisfactory performance and continued funding. This position is subject to the university's background check policy. The work location for this position is in-person on campus at Princeton University. We will begin reviewing applications on July 1, 2026. The selected candidate may negotiate a start date between Sept 1, 2026, and Jan 2, 2027. This position is not eligible for sponsorship of an H-1B visa requiring consular processing; other visa sponsorships (including H-1B visas not requiring consular processing) may be available, as appropriate. Equal Employment Opportunity Statement Princeton University is an Equal Opportunity Employer and all qualified applicants will receive consideration for employment without regard to age, race, color, religion, sex, sexual orientation, gender identity or expression, national origin, disability status, protected veteran status, or any other characteristic protected by law. Pay Transparency Disclosure The University considers factors such as (but not limited to) the scope and responsibilities of the position, candidate's qualifications, work experience, education/training, key skills, market, collective bargaining agreements as applicable, and organizational considerations when extending an offer. The posted salary range represents the University's good faith and reasonable estimate for a full-time position; salaries for part-time positions are pro-rated accordingly. The University also offers a comprehensive benefits program to eligible employees. Please see this link for more information. PI284595999 Tue, 19 May 2026 02:29:24 -0400 https://jobs.socialstudies.org/jobs/rss/22281641/associate-director-for-housing-administration https://jobs.socialstudies.org/jobs/rss/22281641/associate-director-for-housing-administration Fullerton, California, Associate Director for Housing Administration Classificaiton: Administrator I Department: Housing and Residential Engagement at Cal State Fullerton provides a safe, inclusive living environment for students that supports learning, personal growth, and community, empowering Titans to succeed both inside and outside the classroom. You will have the opportunity to develop leadership skills, attend educational, cultural, and social programs, and interact more closely with faculty and university staff members. Cal State Fullerton currently provides residence hall and apartment style living for approximately 2,000 students that is safe, clean, and very convenient. We seek an exceptional individual to join our Housing-Administration team as the Associate Director for Housing Administration (Administrator I).The ideal candidate in this role should have a positive attitude, an active, energetic mind, and a leadership style that is characterized by highly ethical practices and a commitment to inclusivity, openness, flexibility, integrity, and kindness. Sub-Division: Salary Range: $7,000 - $8,600 per month Appointment Type: Time Base: Work Schedule: Monday - Friday, 8:00 AM - 5:00 PM; occasional early morning, evening and/or weekend hours. About CSUF: Job Summary: Essential Qualifications: A bachelor's degree from an accredited four-year college or university in a relevant field such as higher education, business administration, student affairs, public administration, or an equivalent combination of education and experience is required. Candidates should have five or more years of progressively responsible professional experience in housing operations, student services, enrollment management, or a related administrative area within a higher education setting. The role requires demonstrated ability to lead and develop teams, manage complex operations, and align administrative functions with institutional goals. Strong analytical, organizational, and communication skills are essential, along with the ability to interpret data, inform decision-making, and effectively engage with a wide range of stakeholders. Experience overseeing the use of technology systems to manage operations, generate reports, and support data-driven planning is also important. A commitment to student success, equity, and inclusive service delivery in a university environment is expected. A background check (including a criminal records check) must be completed satisfactorily and is required for employment. CSU will make a conditional offer of employment, which may be rescinded if the background check reveals disqualifying information, and/or it is discovered that the candidate knowingly withheld or falsified information. Failure to complete the background check satisfactorily may affect the continued employment of a current CSU employee who was conditionally offered the position. Preferred Qualifications: A master's degree or advanced study in a relevant discipline is preferred. Candidates with experience in a residential or conference services environment within a university or comparable institutional setting are strongly encouraged to apply. Familiarity with CSU or similar public university policies, systems, and compliance frameworks is highly desirable. The ideal candidate will also demonstrate success in leading organizational change, managing cross-functional partnerships, and navigating operational transitions such as periods of growth, renovation, or shifts in enrollment. Special Working Conditions: Notice of Non-Discrimination on the Basis of Gender or Sex and Contact Information for Title IX Coordinator Must be available for campus and departmental emergency response, including the ability to return to campus after hours. The role participates in a second-level on-call duty rotation and provides crisis intervention, emergency response, and appropriate referrals. Additional Information: California State University, Fullerton is committed to fostering an environment where students, staff, administrators, and faculty thrive. We welcome individuals ready to make an impact on student and staff success to apply and become part of the Titan Community. Reasonable accommodations will be provided for qualified applicants with disabilities who self-disclose. Cal State Fullerton is an equal opportunity employer that prohibits discrimination based on regardless of race, sex, color, ethnicity, national origin, or any other protected status. As of January 1, 2022, the CSU Out-of-State Employment Policy prohibits the hiring of employees to perform CSU-related work outside the state of California. The scope of responsibilities for this position includes the making or participating in the making of decisions that may have a material financial benefit on the incumbent. Therefore, you will be required to file an initial 'Conflict of Interest Form 700: Statement of Economic Interests' within thirty (30) days from date of hire and on an annual basis; and complete the CSU sponsored ethics on-line training within thirty (30) days of appointment, and at least once during each consecutive period of two calendar years following the appointment. The person holding this position is considered a general mandated reporter under the California Child Abuse and Neglect Reporting Act and must comply with the requirement outlined in CSU Executive Order 1083, revised July 21, 2017. This position is designated as a Campus Security Authority (CSA) position under the federal Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act. CSAs are responsible for reporting allegations of Clery Act Crimes reported to them or that they witness. CSA training is required. Applicants will be required to disclose whether they have received a final administrative decision or final judicial decision determining that they have committed sexual harassment within the last 7 years only after a determination is made that they meet the minimum qualifications for the position, and before an offer of employment is extended. Applicants who reach the final stages of the application process must also sign a release form that authorizes the release of information by the applicant's current and/or former employers to the CSU concerning any substantiated allegations of misconduct. Multiple positions may be hired from this recruitment based on the strength of the applicant pool. If you are applying for a staff position, please note that you are not eligible to work concurrently in a staff position and an Academic Student position such as a Graduate Assistant, Teaching Associate, Instructional Student Assistant, or Student Assistant position. Regular attendance is considered an essential job function; the inability to meet attendance requirements may preclude the employee from retaining employment. Employee/applicant who applies for a position may be required to successfully complete job-related performance test(s) as part of the selection process. Online application/resume must be received by electronic submission on the final filing date by 9:00 PM (Pacific Standard Time)/midnight (Eastern Standard Time). Applicants who fail to complete all sections of the online application form will be disqualified from consideration. California State University, Fullerton is not currently sponsoring any new H-1B petitions for staff, management, or faculty positions. Application Deadline: May 28, 2026 (9:00 PM) Apply online at: https://careers.pageuppeople.com/873/fl/en-us/job/557592/associate-director-for-housing-administration Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-1d1a080ca787f4439ba8f9c5789105b5 Tue, 19 May 2026 02:28:24 -0400 https://jobs.socialstudies.org/jobs/rss/22281639/associate-director-of-annual-giving https://jobs.socialstudies.org/jobs/rss/22281639/associate-director-of-annual-giving Fullerton, California, Associate Director of Annual Giving Classificaiton: Administrator I Department: The office of Central Development within the Division of University Advancement is dedicated to increasing community, tradition, and contributions to the University by working together with the campus community. A strong foundation of supporters is essential to enhancing academic innovation, empowering students, transforming campus structures, and enriching the community. Through gifts large and small, Cal State Fullerton elevates the potential of our remarkable students. We seek an exceptional individual to join our team as the Associate Director of Annual Giving (Administrator I).The ideal candidate in this role should have a positive attitude, an active, energetic mind, and a leadership style that is characterized by highly ethical practices and a commitment to inclusivity, openness, flexibility, integrity, and kindness. Sub-Division: Salary Range: $6,800 - $8,300 per month Appointment Type: Time Base: Work Schedule: Monday - Friday, 8:00 AM - 5:00 PM; occasional early morning, evening and/or weekend hours. About CSUF: Job Summary: Essential Qualifications: Bachelor's degree from an accredited four-year college or university. Two to three years of experience in development fundraising, annual giving, advancement services, or a related field. Demonstrated experience supporting fundraising campaigns, donor engagement strategies, or direct response programs. Working knowledge of fundraising principles, donor lifecycle, and stewardship practices. Experience coordinating projects with multiple stakeholders and managing competing priorities. Strong written and verbal communication skills, including the ability to develop donor-facing content. Proficient knowledge of digital technology, design tools, and giving platforms. Ability to analyze data and prepare reports to support program evaluation. Demonstrated ability to work collaboratively in a team-oriented environment. Thorough knowledge of Microsoft Suite with the ability to use the full range of software package (Word, Excel, PPT and Teams). Experience working with sensitive and confidential data. A background check (including a criminal records check) must be completed satisfactorily and is required for employment. CSU will make a conditional offer of employment, which may be rescinded if the background check reveals disqualifying information, and/or it is discovered that the candidate knowingly withheld or falsified information. Failure to complete the background check satisfactorily may affect the continued employment of a current CSU employee who was conditionally offered the position. Preferred Qualifications: Three or more years of experience in development with a focus on annual giving. Experience in fundraising, preferably in higher education. Experience with annual giving programs, including direct mail, digital fundraising, and/or Day of Giving campaigns. Experience with marketing automation tools, email platforms, and digital engagement strategies. Demonstrated ability to interpret fundraising metrics and apply insights to improve performance. Experience working with volunteers, alumni groups, or advisory boards. Knowledge of emerging trends in philanthropy, including crowdfunding, social fundraising, and donor experience strategies. Familiarity with specific data management and multi-channel tools like Gravyty's Raise and Gratavid, Raiser's Edge (RENXT), Trello, Scalefunder, and/or similar products. Outstanding collaborative skills and an ability to serve as a member of a team while working independently across various constituencies. Supervisory or lead work experience, including training or mentoring staff or student assistants. Special Working Conditions: Notice of Non-Discrimination on the Basis of Gender or Sex and Contact Information for Title IX Coordinator Must be able to support and work the university's annual commencement ceremonies. Additional Information: California State University, Fullerton is committed to fostering an environment where students, staff, administrators, and faculty thrive. We welcome individuals ready to make an impact on student and staff success to apply and become part of the Titan Community. Reasonable accommodations will be provided for qualified applicants with disabilities who self-disclose. Cal State Fullerton is an equal opportunity employer that prohibits discrimination based on regardless of race, sex, color, ethnicity, national origin, or any other protected status. As of January 1, 2022, the CSU Out-of-State Employment Policy prohibits the hiring of employees to perform CSU-related work outside the state of California. The scope of responsibilities for this position includes the making or participating in the making of decisions that may have a material financial benefit on the incumbent. Therefore, you will be required to file an initial 'Conflict of Interest Form 700: Statement of Economic Interests' within thirty (30) days from date of hire and on an annual basis; and complete the CSU sponsored ethics on-line training within thirty (30) days of appointment, and at least once during each consecutive period of two calendar years following the appointment. The person holding this position is considered a limited mandated reporter under the California Child Abuse and Neglect Reporting Act and must comply with the requirement outlined in CSU Executive Order 1083, revised July 21, 2017. Applicants will be required to disclose whether they have received a final administrative decision or final judicial decision determining that they have committed sexual harassment within the last 7 years only after a determination is made that they meet the minimum qualifications for the position, and before an offer of employment is extended. Applicants who reach the final stages of the application process must also sign a release form that authorizes the release of information by the applicant's current and/or former employers to the CSU concerning any substantiated allegations of misconduct. Multiple positions may be hired from this recruitment based on the strength of the applicant pool. If you are applying for a staff position, please note that you are not eligible to work concurrently in a staff position and an Academic Student position such as a Graduate Assistant, Teaching Associate, Instructional Student Assistant, or Student Assistant position. Regular attendance is considered an essential job function; the inability to meet attendance requirements may preclude the employee from retaining employment. Employee/applicant who applies for a position may be required to successfully complete job-related performance test(s) as part of the selection process. Online application/resume must be received by electronic submission on the final filing date by 9:00 PM (Pacific Standard Time)/midnight (Eastern Standard Time). Applicants who fail to complete all sections of the online application form will be disqualified from consideration. California State University, Fullerton is not currently sponsoring any new H-1B petitions for staff, management, or faculty positions. Application Deadline: May 28, 2026 (9:00 PM) Apply online at: https://careers.pageuppeople.com/873/fl/en-us/job/557609/associate-director-of-annual-giving Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-da40226ab5fba7419a603b9e62c28432 Tue, 19 May 2026 02:28:24 -0400 https://jobs.socialstudies.org/jobs/rss/22281668/assistant-teaching-professor-supply-chain-management https://jobs.socialstudies.org/jobs/rss/22281668/assistant-teaching-professor-supply-chain-management Syracuse, New York, Assistant Teaching Professor - Supply Chain Management Location: Syracuse, NY Pay Range: $110,000 - $130,000 Pay Determination: Salary offers at Syracuse University will be based on education, experience, and relevant skills, as well as the academic or professional discipline of the position in the context of the home department, school, or college. Salary offers may also be influenced by prior relevant work or industry experience, where applicable. Faculty pay ranges are for 8.5 months salary unless otherwise specified. FLSA Status: Exempt Hours: Determined by Department Chair Office hours required Job Type: Full Time Rank: Assistant Campus: Unionized Position Code: Not Applicable Job Description: The Whitman School of Management at Syracuse University invites applications for a full-time Assistant Teaching Professor position in Supply Chain Management beginning Fall 2026. This is a non-tenure-track teaching position with a renewable three-year term. The position's primary responsibility is teaching in the undergraduate, MBA, and MS in Supply Chain Management programs. The salary is competitive; the standard teaching load is 7 courses per academic year. This is a full-time teaching position on-campus in Syracuse and with the expectation to be available to support and mentor students and their learning, actively participate in departmental and school activities, and contribute to Whitman's emphasis on experiential, career-ready education. A passion for teaching and student success is essential. The successful candidate will contribute to Whitman's goals for preparing students for leadership in modern supply chain management through teaching excellence in areas such as the principles of supply chain management, logistics and SCM-related analytics, mathematical modeling and optimization with Excel, project management, procurement, sustainability, resiliency, and the role of technology in supply chains. The Supply Chain Management program at the Whitman School has an outstanding history of excellence. It was the first SCM program in the nation, created in 1919. The Supply Chain Management group is a dedicated set of outstanding scholars and teachers, and where there are historic strengths in terms of the innovativeness of the programming, connections to industry, visibility of the faculty in scholarly organizations and public press. Among other activities, the SCM faculty has, since 1949, hosted the annual Salzberg Memorial Lecture program that recognizes exemplary practitioners and scholars. Among other accolades, the SCM program is frequently ranked among the top 25 nationally by Gartner. This new position reflects continued investment in the growth and distinctiveness of the Supply Chain Management group, and where there are strategic opportunities to align with discrete needs raised by Micron and emerging technologies. Qualifications: Minimum of a Masters degree in Supply Chain Management, Business Analytics, Business Administration, or closely related field. Job Specific Qualifications: Demonstrated teaching effectiveness or potential for teaching excellence at the university level. Strong knowledge of logistics, project management, procurement, SCM sustainability, the role of technology in SCM, operations, and other facets of supply chain management. Excellent proficiency with analytics tools and data-driven decision making. Outstanding communication skills and ability to engage diverse student populations. Commitment to excellent pedagogy and student success. Industry experience in supply chain management, logistics, operations, or related fields. Experience with experiential learning, case method teaching, or project-based courses. Expertise in supply chain analytics tools (for instance, Excel Solver or other optimization software, statistical programming in Python, R, or similar analytical tools). Track record of curriculum innovation and course development. Professional certifications in Supply Chain (ASCM, CSCMP, etc.) would be a major benefit. Experience collaborating with industry partners or research centers. Responsibilities: Teach a seven-course annual load across undergraduate and/or graduate courses (MBA and MS in Supply Chain Management) in supply chain management with emphasis on foundational courses such as principles of supply chain management, logistics-related analytics, management science (mathematical modeling and optimization with Excel), project management, resiliency, and technology in SCM. Create experiential learning opportunities that connect students with real-world challenges in supply chain management roles, in partnership with Whitmans Experiential Center. Collaborate with others on the development of innovative courses and programming related to digital supply chain management, supply chain networks, supply chain resilience/disruptions, analytics, sustainability and other relevant courses in supply chain management to meet departmental needs. Passionately engage in student mentoring, advising and support such as through independent studies and internships. Participate in department, school, and university service activities such as committees and groups. Physical Requirements: Not Applicable Tools/Equipment: Not Applicable Application Instructions: For full consideration candidates must attach the following documents: cover letter with a brief section on teaching philosophy, curriculum vita, evidence of teaching experience and effectiveness, and a list of three references About Syracuse University: Syracuse University is a private, international research university with distinctive academics, diversely unique offerings, and an undeniable spirit. Located in the geographic heart of New York State, with a global footprint, and over 150 years of history, Syracuse University offers a quintessential college experience. The scope of Syracuse University is a testament to its strengths: a pioneering history dating back to 1870; a choice of more than 200 majors, 100 minors, and 200 advanced degree programs offered across the Universitys 13 schools and colleges; over 15,000 undergraduates and over 6,000 graduate students; more than a quarter of a million alumni in 160 countries; and a student population from all 50 U.S. states and 123 countries. For more information, please visit http://www.syracuse.edu. About the Syracuse area: Syracuse is a medium-sized city situated in the geographic center of New York State approximately 250 miles northwest of New York City. The metro-area population totals approximately 500,000. The area offers a low cost of living and provides many social, cultural, and recreational options, including parks, museums, festivals, professional regional theater, and premier shopping venues. Syracuse and Central New York present a wide range of seasonal recreation and attractions ranging from water skiing and snow skiing, hiking in the Adirondacks, touring the historic sites, visiting wineries along the Finger Lakes, and biking on trails along the Erie Canal. Application Deadline: 06/15/2026 To apply, visit https://www.sujobopps.com/postings/113065 Syracuse University is an equal-opportunity institution. The University prohibits discrimination and harassment based on race, color, creed, religion, sex, gender, national origin, citizenship, ethnicity, marital status, age, disability, sexual orientation, gender identity and gender expression, veteran status, or any other status protected by applicable law to the extent prohibited by law. This nondiscrimination policy covers admissions, employment, and access to and treatment in University programs, services, and activities. Syracuse University has a long history of engaging veterans and the military-connected community through its educational programs, community outreach, and employment programs. After World War II, Syracuse University welcomed more than 10,000 returning veterans to our campus, and those veterans literally transformed Syracuse University into the national research institution it is today. The Universitys contemporary commitment to veterans builds on this historical legacy, and extends to both class-leading initiatives focused on making an SU degree accessible and affordable to the post-9/11 generation of veterans, and also programs designed to position Syracuse University as the employer of choice for military veterans, members of the Guard and Reserve, and military family members. Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-54462fcc8344d64397a490a5edacdbad Tue, 19 May 2026 02:29:56 -0400 https://jobs.socialstudies.org/jobs/rss/22281663/ay26-counselor-disabled-students-program-and-services https://jobs.socialstudies.org/jobs/rss/22281663/ay26-counselor-disabled-students-program-and-services Los Angeles, California, AY26 - Counselor, Disabled Students Program and Services LOS ANGELES COMMUNITY COLLEGE DISTRICT P ROFESSIONAL O PPORTUNITIES P ROFESSIONAL O PPORTUNITIES Los Angeles Southwest College EMPLOYMENT OPPORTUNITY ANNOUNCEMENT AY26 - Counselor-Disabled Students Program & Services (DSPS) (Full Time, Tenure Track, D Basis) ISSUE DATE: May 14, 2026 DEADLINE DATE TO FILE : June 26, 2026 The Los Angeles Community College District (LACCD) announces an opening for a full-time, tenure-track Counselor at Los Angeles Southwest College (LASC) beginning the 2026-2027 academic year. Interested individuals who possess the required training and experience are invited to submit an application for the position. The major responsibility is to provide our students in a diverse and multicultural environment comprehensive academic and vocational counseling services. Assignments may include day, evening, and weekend duties at all District sites. All Counseling Faculty are expected to participate actively in the counseling departmental activities, to be members in the general intellectual life, and governance of the college. LASC History A 20 year vision became a reality for a dedicated group of residents in February 1967 when the Los Angeles Board of Education approved plans to build a community college at the corner of Western Avenue and Imperial Highway in Los Angeles. On September 11, 1967, LASC officially opened its doors with 600 students and 22 full-time faculty members. Since then, LASC has established itself as an educational and cultural hub of the southern part of Los Angeles and surrounding communities. In addition to classroom instruction, students are exposed to a myriad of learning experiences to broaden their horizons, to expand their options and alternatives, to develop an appreciation for the academic work ethic, and to understand intellectual pursuits. LASC graduates are among the most successful - ranging from medical professionals and professional athletes to recording artists and educators. Currently, LASC term enrollment exceeds 8,500. As the college develops new partnerships with local schools and community agencies, we continue to 'Embrace the Spirit of Excellence and the Vision of Change.' LASC is located in southwest, Los Angeles, approximately 20 minutes south of downtown Los Angeles, and 15 minutes east of the Pacific Ocean. Our Mission In honor of its founding history, Los Angeles Southwest College provides a student-centered learning environment committed to empowering students and the community to achieve their academic and career goals through the attainment of certificates and associate degrees leading to transfer and workforce preparation. MINIMUM QUALIFICATIONS: Master's degree in rehabilitation counseling OR Master's degree in counseling, guidance counseling, student personnel, clinical or counseling psychology, education counseling, social work, career development, marriage and family therapy, marriage, family and child counseling , OR o Bachelor's degree in marriage and family therapy or in marriage, family and child counseling and possession of a license as a Marriage and Family Therapist (MFT) ; AND oEither 15 or more semester units in upper division or graduate level course work related to people with disabilities , OR oCompletion of six semester units, or the equivalent of a graduate-level counseling practicum or counseling field work courses, in a post-secondary Disabled Students Programs and Services program or in a program dealing with people with disabilities, OR o Two years of fulltime experience, or the equivalent, in one or more of the following: (A) Counseling for students with disabilities; OR (B) Counseling in industry, government, public agencies, military or private social welfare organizations in which the responsibilities are for persons with disabilities, or the equivalent . A sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, and ethic backgrounds of the community college students, faculty and staff. DUTIES AND RESPONSIBILITIES: Under the direction of the Department Chairperson, the Dean and Vice President of Student Services duties may include but are not limited to: Provide academic, vocational, career and personal counseling (in-person and online) to current and prospective college students with Disabilities. Assist students with disabilities in planning immediate and long-range educational goals. Provide information related to academic programs, course or study/major, career and transfer options. Provide follow-up services to students experiencing academic difficulties such as students on academic or progress probation and academic dismissal, students with excessive units, and students in noncredit courses. Provide specialized advisement and strategic information to students with disabilities experiencing difficulties in learning fundamental skills and/or other disability related personal or academic areas. Conduct in-person college orientations and presentations for incoming new students, and continuing students concerning the academic programs and student services available at the college. Facilitate accommodations; make service referrals to students with physical, learning, and psychological disabilities. Conduct group counseling sessions focusing on specific majors, transfer requirements and college success. Assist students with disabilities in the development of Student Educational Plans. Input student service contacts in Student Information System and/or preferred system by the District, College, or State. Provide follow-up counseling services to matriculating students. Provide intervention and referrals to student support service departments. Participate in professional development, curriculum development, program review, and the development and assessment of student learning and/or service area outcomes at the course and program level. Evaluate transcripts in collaboration with the graduation office and other universities. Teach Counseling courses (in-person and online) to include: academic, personal, or career planning and decision-making skills. Participate in Counseling, DSP&S, and Department meetings and activities. Participate in training sessions, as well as campus and community committees. Perform other duties as assigned. DESIRABLE QUALIFICATIONS: Master's Degree in Rehabilitation Counseling. One-year of paid experience (post-Master's Degree) as a counselor at a California Community College. Experience working with students in Disabled Student Programs and Services. Ability to instruct students with disabilities with varying learning styles using a variety of successful teaching techniques and innovative academic learning strategies. Experience advising students with learning disabilities and/or other cognitive or physical disabilities. Prior experience working with students who are or at-risk or losing the Board of Governor's Fee Waiver and/or at-risk of being placed on financial aid disqualification. Experience in counseling a diverse population in include English as a Second Language students, first-generation college students, DSPS students, international students, noncredit students, undeclared students, returning adults, foster youth, veterans, etc. Demonstrated experience in assisting students to develop a career path and declare a program of study. Strong commitment to professional growth, development, and continued innovation and improvement of successful counseling and teaching. Ability to work effectively with advanced technology utilized in providing high quality counseling and instruction. Ability to communicate professionally and clearly both orally and in written form. Demonstrated sensitivity and ability to motivate, counsel, and teach traditionally underrepresented students from educationally disadvantaged backgrounds. Experience working as a team member on departmental and campus-wide committees, campus-wide groups, and with community constituents. SALARY AND BENEFITS: The basic salary range is from $100,944 to $180,092 annually. Placement on the salary schedule is based on formal education, full-time and/or part-time teaching history, and related work experience. An excellent package of benefits is provided for employees and their dependents. For those with a doctorate degree, there's an additional differential of $5,844 per academic year. An excellent package of benefits is provided for employees and their dependents. Coverage includes: medical (choice of plans), dental, vision, employee assistance plan, salary continuation, and life insurance. EVALUATION PROCEDURES: 1) A college selection committee will review all completed and approved applications received. The committee screening will involve an evaluation of the candidate's qualifications in the areas of training, experience, and personal fitness as determined from the application package and recommendations from referents. 2) Selected candidates will be invited for an interview following the committee screening. 3) Based upon the committee recommendation, finalists will interview with the president and vice president, who will make the final selection. APPLICATION Applicants will be required to file the application using web-based software to create an applicant profile account, allowing documents to be saved and uploaded as attachments. Please go to: https://laccd.csod.com/ats/careersite/search.aspx?site=6&c=laccd to file the applicant packet. Application materials may not be submitted by Fax or e-mail. For consideration in the selection process, all interested candidates must submit the following : 1. A current resume or curriculum vitae; 2. A cover letter of interest; 3. Contact information for three references (name, title, address, email and telephone numbers) of individuals who can assess the candidate's qualifications for the position; 4. Copies of transcripts for ALL degrees (official transcripts are required for all candidates invited to the final interview) . Documentation from an approved foreign transcript evaluator is required for degrees received from other countries. For a list of approved foreign transcript evaluation agencies, please go to Teacher Credentialing: www.ctc.ca.gov/credentials/leaflets/foreign-transcript-evaluation-(cl-635). The completed application package must be received no later than June 26, 2026 to be considered. All materials submitted will become property of LASC. After review of application materials by the selection committee, candidates will be contacted only if selected for interviews. For questions regarding the application process, please contact: Nedra Brown Dean, Student Services (323) 241-5261 brownnt@lasc.edu Individuals protected by the Americans with Disabilities Act (ADA) may request an accommodation in the selection/interview process with at least three business days prior notice. Documentation of the need for accommodation may be requested. Equal Employment Policy : The policy of the Los Angeles Community College District is to implement equal opportunity to all qualified candidates for employment without regard to race, color, national origin, ancestry, religion, creed, sex, pregnancy, age, disability, marital status, medical condition (cancer related), sexual orientation, or veteran status. Positive action will be taken to ensure that this policy is followed in all personnel practices including recruitment, hiring, placement, upgrading, transfer, demotion, and treatment during employment, rate of pay or other forms of compensation, selection for training, layoff or termination. A vigorous equal employment opportunity program will be maintained to ensure a diverse work force and to achieve expected representation of qualified members of under-represented groups through the implementation of specific result-oriented plans and procedures (Board Rule 101301). Los Angeles Southwest College is an Equal Opportunity Employer. To apply, visit https://laccd.csod.com/ats/careersite/JobDetails.aspx?site=6&id=2208 Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-b63257ef07642940b336befa365abf41 Tue, 19 May 2026 02:29:42 -0400 https://jobs.socialstudies.org/jobs/rss/22281565/director-of-finance https://jobs.socialstudies.org/jobs/rss/22281565/director-of-finance Providence, Rhode Island, Director Of Finance Brown University To view the full job posting and apply for this position, go to: https://brown.wd5.myworkdayjobs.com/en-US/staff-careers-brown/job/111-Thayer-Street/Director-of-Finance_REQ207496 Job Description: On July 1, 2025, Brown University launched The Thomas J. Watson Jr. School of International and Public Affairs , further building on its commitment to expand and strengthen research and teaching on the world's most pressing economic, political, social and policy challenges. The launch comes at a pivotal moment for the University, the nation, and the world. The School builds on more than a decade of growth within Brown's Watson Institute for International and Public Affairs, which will serve as the foundation of the school, and offers significant opportunities for expansion in faculty, research, and educational programming. About the role: The new Watson School of International and Public Affairs is undergoing a period of rapid, strategic expansion, significantly growing its community of distinguished faculty and staff. We are seeking a visionary and experienced financial professional to serve as a key member of Watson's leadership team. Reporting to the Associate Dean of Finance and Administration, the Director of Finance is a strategic leader responsible for overseeing the entire scope of financial information, reporting, and planning for the School. This role provides pivotal financial leadership, driving operational decisions and informing the School's strategic direction. The Director manages internal financial processes in tandem with the University's budgeting, forecasting, and year-end close cycles. Furthermore, the Director serves as an advisor to the central and the distributed community ensuring the School optimally utilizes financial systems to maximize transparency for analysis and planning. Major responsibilities: Financial Reporting, Analysis, Budget Oversight, and Strategic Planning: The Director is responsible for financial reporting, budgeting, forecasting, and year-end processes. The role manages all internal financial operations in coordination with University financial processes and consolidates the School's budgets, forecasts, and multi-year planning. The Director provides the Watson Associate Dean of Finance and Administration and the Dean of the Watson School with financial and policy guidance, setting the strategic financial direction for the School. This includes guidance on budget proposals as they relate to staff growth, faculty administration and hiring as it relates to endowed chairs and gift compliance issues, and proposed spending on new initiatives. The Director manages the deployment of Schools funds and is responsible for operating decisions. The Director oversees a complex $23 million annual budget comprised of endowments, spendable gifts, university-based funds, master's-program revenue, and grants. The position manages the School's internal financial processes in tandem with the University's budgeting, forecasting, and year-end-close processes, ensuring that the School utilizes the University's financial systems optimally to maximize transparency for analysis, planning, and financial reporting. The Director commands an understanding of all income and expenses of the School in order to project and create multi-year budgets, including graduate program budgets and scholarships, funding for complicated jointly appointed faculty, and an undergraduate concentration of nearly 350 students. The role develops and manages sophisticated financial dashboards and institutional reports specifically tailored for the Board of Governors' advisory needs. In close collaboration with the Associate Dean of Finance and Administration, builds and maintains complex multi-year financial plans and ad-hoc models to stress-test institutional goals. The Director partners with the Watson leadership to develop and report on key staffing statistics for budgeting and, for forecasts and planning, to create a long-range plan for staffing needs. The Director also partners with the Watson Dean, Associate Dean of Finance and Administration, Chief of Staff, and other key staff on advancement and Board of Governors growth opportunities. The Director plays a critical role in identifying fundraising needs, tracking and preparing information for nearly 40 annual stewardship reports, providing financial briefings for the Watson Board of Governors. Financial Leadership for Centers, Initiatives, Projects, Programs, and Grants Management: The Director provides financial leadership to the 15 + centers, initiatives, projects, and programs in the Watson School, and is responsible for the development of internal school-wide financial policies. The position leads training and information sessions within the School to ensure that individuals responsible for managing budgets have the necessary information, resources, and training to understand their budgets and facilitate their decision making. The Director holds ultimate accountability for the budget planning and forecasting for these centers, initiatives, and programs, with a combined $6 million annual budget. The Director ensures that all stakeholders of the school have a baseline understanding of the broader University financials. The Director is responsible for hiring, training, and supervising a growing financial support team, currently including two Financial Coordinators and one Financial Specialist. The Director oversees approximately $23 million in annual expenditures spent on endowments, gifts, grants and unrestricted funding. The Director establishes and audits standards in financial support for Watson and its embedded centers, initiatives, and programs. Education and experience: Bachelor's degree required; Advanced degree in a related field preferred Minimum of 6 years' experience in financial management including budgeting, analysis, planning, and reporting Prior experience in financial modeling required, preferably multi-year financial planning and management reporting Higher-education, nonprofit or government experience strongly preferred Supervisory experience, or demonstrated aptitude for supervision is required. Team-building experience strongly preferred Experience working with Workday and Adaptive Insights strongly desired Experience with graduate program financial models a plus Job competencies: Strong commitment to supporting the University's goal of cultivating a diverse and inclusive community Demonstrated strong analytical skills and sound judgment Strong written and oral communication skills; ability to present and communicate data to a variety of audiences Demonstrated ability to work with a diverse constituency, including senior-level University administrators and faculty Flexible and adaptable to changing administrative structures; creative problem solver Demonstrated ability to independently manage competing priorities; strong time-management skills Extensive experience with Microsoft Office, databases, and accounting/budget systems Knowledge of grant accounting and administration Applicants are asked to include a resume and cover letter. All offers of employment are contingent upon successful completion of a background check. Brown cannot provide visa sponsorship for this position. This is a hybrid position based on Brown's Providence campus, with the possibility of remote work for a day or more per week. Benefits of Working at Brown: Please review additional information on the Benefits of Working at Brown . Recruiting Start Date: 2026-03-30 Job Posting Title: Director of Finance Department: Watson School of International and Public Affairs Grade: Grade 11 Worker Type: Employee Worker Sub-Type : Regular Time Type: Full time Scheduled Weekly Hours: 37.5 Position Work Location: Hybrid Submission Guidelines: Please note that in order to be considered an applicant for any staff position at Brown University you must submit an application form for each position for which you believe you are qualified. Applications are not kept on file for future positions. Please include a cover letter and resume with each position application. This position is not eligible for visa sponsorship. Brown University is a registered employer in the following states: Rhode Island, California, Colorado, Connecticut, Florida, Maryland, Massachusetts, New York, New Hampshire, New Jersey, North Carolina, Washington, D.C. All remote work must be performed in a state in which Brown is registered to do business. Still Have Questions? If you have any questions you may contact employment@brown.edu . Brown is an E-Verify Employer. EEO Statement: Brown University provides equal opportunity and prohibits discrimination, harassment and retaliation based upon a person's race, color, religion, sex, age, national or ethnic origin, disability, veteran status, sexual orientation, gender identity, gender expression, or any other characteristic protected under applicable law, in the administration of its policies, programs, and activities. The University recognizes and rewards individuals on the basis of qualifications and performance. The University maintains certain affirmative action programs in compliance with applicable law. Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-826ee3ba770d2a45aae183cac5f0e29d Tue, 19 May 2026 02:23:06 -0400 https://jobs.socialstudies.org/jobs/rss/22279808/middle-school-history-teacher https://jobs.socialstudies.org/jobs/rss/22279808/middle-school-history-teacher Bryn Mawr, Pennsylvania, Middle School History Teacher This is a full-time, exempt position within the Middle School reporting to the Head of Middle School. This will be a full-time position beginning August 17, 2026. The ideal candidate will assume the responsibilities and possess the qualifications as indicated below. Major Responsibilities: Teach five sections of Middle School History Act as an advisor and be committed to playing an active role in the Middle School community. Qualifications: The successful candidate must: Share a deep passion for history Commit to teaching and exploring diverse perspectives of content and creating an equitable and inclusive learning environment Have excellent knowledge of current trends in the subject area Work collaboratively with colleagues to develop a curriculum focused on hands-on, inquiry-based learning that encourages students to think deeply and creatively Have experience creating authentic formative and summative assessments Be comfortable using technology and incorporating it into teaching The ideal candidate will display: Maturity, collegiality, flexibility, humor, and commitment to positive growth Excellent speaking and writing skills The ideal candidate has experience teaching History in a middle school setting BA in history or related field (advanced degree preferred but not required) An appreciation for the unique qualities of the typical young adolescents found in middle school settings A willingness to employ differentiated instruction to meet learners at their level of need Shipley and Its Commitment to Equity The Shipley School, founded in 1894, is a co-educational, college preparatory, independent day school currently enrolling 730 students in grades Pre-K through 12. Located in the western suburbs of Philadelphia, the school is committed to educational excellence and dedicated to developing in each student a love of learning and compassionate participation in the world. The Middle School has 160 students in grades 6-8, and a faculty of 30. The Shipley School is committed to equal employment opportunities for all individuals. The school will make all employment decisions for employees and applicants without unlawful discrimination as to race, color, religion, sex, sexual orientation, national origin, citizenship, disability, pregnancy, age, marital status, military or veteran status, gender identity, and expression, creed, genetic predisposition, victim of domestic violence or any other basis protected by law. Additional Opportunities In addition to this position, Shipley seeks talented new colleagues to contribute to the community through leading or facilitating various activities and/or clubs during school hours. There is opportunity to run after school co-curricular activities or serve as coach or assistant coach in Athletics. Please go to shipleyschool.org/about/employment to learn more. How to apply Interested candidates should complete the online application. Cover letter, Philosophy of Education Statement, and Resume should be uploaded in the resume section of the application to the attention of Chantra Reinman, Head of Middle School. Applications with missing supporting documents will receive less consideration. Please note that clearances are not required at the time of application but will be required for employment. No phone calls, please. Fri, 15 May 2026 13:33:34 -0400 https://jobs.socialstudies.org/jobs/rss/22279721/history-teacher https://jobs.socialstudies.org/jobs/rss/22279721/history-teacher Atlanta, Georgia, The New School (TNS) , an independent four-year high school in Atlanta, offers an innovative curriculum which blends traditional academic study and community engaged learning. Located in the heart of Atlanta, we treat the city as an essential classroom where learning is fueled by students’ curiosity. TNS students apply their classroom learning in the city through major interdisciplinary projects, an entrepreneurship program, and internships, and in the process develop portfolios of exceptional work and experiences. The New School is a community of about 90 students in grades 9-12 with 15 faculty members. To learn more, please visit www.tnsatlanta.org. Position Description The New School seeks a full-time History teacher who will implement a blend of traditional classroom instruction and project-based-learning to create a classroom environment that develops in each student an awareness and appreciation of the role of history in everyday life and the workplace.  This position is a great fit for a passionate and innovative history instructor who enjoys collaboration with other faculty and the freedom to explore relevant projects and community-engagement opportunities. Essential Job Functions Below are some of the tasks required of this position: Teaching Develop curriculum in collaboration with TNS Humanities faculty and teach the following high school classes (one section each): US History (10 th grade) AP US History (10 th grade) World History (12 th grade) Community Engaged Projects (team taught with other TNS teachers): 9 th /10 th grade Document all syllabi, lesson plans, assignments, and other curricular materials Make use of community partners, speakers, mentors, trips, projects and workshops to bring curriculum to life through real-world experiences Use detailed data analysis of student performance to inform best practices Faculty Collaboration and Planning Attend scheduled faculty meetings and workdays to allow for collaboration, professional development Participate in and attend all recruitment events (e.g., Information Sessions and Open Houses) Participate in planning and attend all Exhibitions, Curriculum Nights, Parent Events   Parent/Student support Serve as an advisor for 8-10 students Communicate effectively and maintain strong relationships with students, families and colleagues through regular email and virtual or in person conferences All teachers are expected to embody the following New School values: The belief that students should be architects of their own learning A commitment to knowing students well and serving as their guide A passion for innovation, collaboration and participation in a community of learning Commitment to the school culture of continuous reflection and growth Other qualifications: Undergraduate degree in History or related field At least two years of high school teaching preferred Fri, 15 May 2026 10:44:07 -0400 https://jobs.socialstudies.org/jobs/rss/22279657/assistant-sport-performance-coach https://jobs.socialstudies.org/jobs/rss/22279657/assistant-sport-performance-coach Danville, Kentucky, Under the supervision of the Head Sport Performance Coach, this position provides assistance in the training of individuals and teams, as well as the day-to-day function of the Buck Fitness Center. Serve as the primary Sport Performance coach for designated teams; Oversight of specific sports strength and conditioning program as assigned by the Head Sport Performance Coach; Assist in the design and implementation of specific strength and conditioning programs that facilitate maximum benefits for student-athletes including individualized, comprehensive and year-round programs for athletics department’s 25 intercollegiate athletics programs; Assist in the supervision and instruction of all aspects of weight training, conditioning, and nutrition; Collaborate with coaches and athletic training staff on overall conditioning, rehabilitation and welfare of student-athletes for assigned programs; Design and maintain student-athlete records and monitor progress of training programs for assigned sport specific programs; Maintain certifications and continue to further education in the field of strength, speed and conditioning; Coordinate and oversee daily operation of the Control Desk to ensure security and member/guest service policies and procedures are followed; Supervision and scheduling of work-study employees; Conduct activities in accordance with all Centre College, Southern Athletic Association, and NCAA rules and regulations; Represent Centre College to students, parents, community, alumni, and the general public; Contribute to the overall success of the department by performing all other duties and responsibilities as assigned; Act on behalf of, and when needed, perform the duties of the Assistant Athletic Director of Sport Performance in their absence. Demonstrate an appreciation for and sensitivity to an inclusive academic community, fostering a welcoming environment for students, faculty, and staff from all social, economic, cultural, ideological, racial, and ethnic backgrounds. Education and Experience Bachelor’s degree required. Master’s preferred. Previous experience with strength and conditioning in a collegiate setting as a student-athlete, student employee, or employee is preferred. The individual selected for this position must either possess a valid Certified Strength and Conditioning Specialist (CSCS) Certification through the National Strength and Conditioning Association (NSCA), Strength and Conditioning Coach Certified (SCCC) through the Collegiate Strength and Conditioning Coaches Association (CSCCa) or be able to obtain one of these certifications upon being selected for employment. Knowledge and Skills Expert communication skills, both written and verbal, are required. Team work attitude and a desire to work in a fast-paced, highly-successful Division III athletic department a must. Knowledge of NCAA and SAA rules and regulations. Previous experience with strength and conditioning or fitness center management is a plus. Current strength and conditioning certifications a plus. Additional qualifications include being self-motivated, visionary, positive, energetic, eager to teach, supervisory experience, and the ability to foster a team environment is needed. Physical Requirements: Moderate physical activity. Requires handling up to 100 pounds. Standing and or walking for more than four hours per day.   Fri, 15 May 2026 08:14:04 -0400 https://jobs.socialstudies.org/jobs/rss/22274617/science-assessment-development-supervisor-4165u-lawrence-hall-of-science-84875 https://jobs.socialstudies.org/jobs/rss/22274617/science-assessment-development-supervisor-4165u-lawrence-hall-of-science-84875 Berkeley, California, Science Assessment Development Supervisor (4165U), Lawrence Hall of Science - 84875 About Berkeley At the University of California, Berkeley, we are dedicated to fostering a community where everyone feels welcome and can thrive. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff. As a world-leading institution, Berkeley is known for its academic and research excellence, public mission, diverse student body, and commitment to equity and social justice. Since our founding in 1868, we have driven innovation, creating global intellectual, economic and social value. We are looking for applicants who reflect California's diversity and want to be part of an inclusive, equity-focused community that views education as a matter of social justice. Please consider whether your values align with our Guiding Values and Principles , Principles of Community , and Strategic Plan . At UC Berkeley, we believe that learning is a fundamental part of working, and provide space for supportive colleague communities via numerous employee resource groups (staff organizations). Our goal is for everyone on the Berkeley campus to feel supported and equipped to realize their full potential. We actively support this by providing all of our full-time staff employees with at least 80 hours (10 days) of paid time per year to engage in professional development activities. Find out more about how you can grow your career at UC Berkeley. Departmental Overview The Lawrence Hall of Science is UC Berkeley's public science center. Our mission is to inspire and engage through science discovery and learning in ways that advance equity and opportunity. The Lawrence Hall of Science is dedicated to creating sustainable change in science education systems and fostering inclusive science learning experiences. We focus on addressing the needs of learners and educators in K-12 systems, with a commitment to strengthening science education by designing for the most affected and marginalized students in K-12 science education. We leverage our expertise in equity-driven supports, professional learning, instructional materials development, and forming partnerships and networks to co-develop and find solutions that meet the needs of national, state, and district education systems. The Instructional Materials Group within The Lawrence Hall of Science develops, disseminates, and implements innovative programs promoting deep and equitable science learning for students grades TK-8. Our NGSS-designed high-quality instructional materials reach more than 5 million students nationwide and have received top ratings from EdReports. Position Summary The Science Assessment Development Supervisor position within The Instructional Materials Group provides leadership for the design, development, and implementation of high-quality, NGSS-aligned assessment systems embedded within instructional materials. This individual supports and guides the work of assessment specialists to ensure that assessment products are coherent, rigorous, equitable, and meaningfully integrated with instruction. The role includes supervising a team of science assessment developers and/or curriculum specialists, managing timelines and workflows, and supporting staff growth through mentorship, feedback, and professional learning. This position plays a key role in ensuring consistency, quality, and alignment across assessment products. The supervisor contributes to the design of curriculum-embedded and transfer-based multidimensional items and performance tasks aligned to the NRC Framework and NGSS, supports revision processes informed by educator and student feedback and data analysis, and helps maintain coherent interpretations of standards across instruction and assessment. The position also involves close collaboration with assessment leadership and cross-functional development teams to support planning, problem-solving, and decision-making across projects. This position requires a strong understanding of NGSS-aligned science teaching and learning, as well as expertise in NGSS assessment design, supervision, and project leadership. This position is eligible for up to 100% remote work. This position may be performed remotely anywhere within the United States and fully remote candidates will be considered. Exact arrangements are determined in partnership with your supervisor to meet role responsibilities and department needs and are subject to change. Application Review Date The First Review Date for this job is: 5/22/2026 Responsibilities Supervision and project leadership (Provide direct supervision, mentorship, and performance management for a team of Science Assessment Developers) Curriculum-embedded assessment design (Guide and contribute to the design of high-quality instructional-embedded and transfer-based multidimensional items and performance tasks aligned with the NRC Framework-based standards and/or NGSS) Assessment coherence and standards alignment (Ensure coherence and consistent interpretations of standards within instruction and assessment) Assessment coherence and standards alignment (Support revision processes based on student/teacher/administrator feedback and data analysis) Cross-functional collaboration (Serve as primary liaison and representative for the assessment team) Professional development/other duties as assigned. Required Qualifications Deep understanding of NGSS and the NRC Framework for K-12 Science Education. Experience in designing and developing assessments. Experience supervising or mentoring educators or specialists. Strong interpersonal and communication skills with the ability to collaborate effectively in diverse teams. Ability to manage complex work and timelines across multiple team members and projects. Proficiency with business software systems (e.g., Google Suite, Miro, Monday.com, cloud-based file systems). Bachelor's degree in a related area and/or equivalent experience/training. Preferred Qualifications Classroom teaching experience with multilingual learners. Advanced degree preferred. Salary & Benefits For information on the comprehensive benefits package offered by the University, please visit the University of California's Compensation & Benefits website. Under California law, the University of California, Berkeley is required to provide a reasonable estimate of the compensation range for this role and should not offer a salary outside of the range posted in this job announcement. This range takes into account the wide range of factors that are considered in making compensation decisions including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, analysis of internal equity, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience. This is a 1-year, full-time (40 hours/week), contract appointment that is eligible for UC benefits with the possibility of extension. This is an exempt monthly-paid position. How to Apply To apply, please submit your resume and cover letter. Other Information This is not a visa opportunity. This position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee. This position is eligible for up to 100% remote work. Exact arrangements are determined in partnership with your supervisor to meet role responsibilities and department needs, and are subject to change. Conviction History Background This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check. Mandated Reporter This position has been identified as a Mandated Reporter required to report the observed or suspected abuse or neglect of children, dependent adults, or elders to designated law enforcement or social service agencies. We reserve the right to make employment contingent upon completion of signed statements acknowledging the responsibilities of a Mandated Reporter. SB 791 and AB 810 Misconduct Disclosure Requirement: As a condition of employment, the final candidate who accepts a conditional offer of employment will be required to disclose if they have been subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct; received notice of any allegations or are currently the subject of any administrative or disciplinary proceedings involving misconduct; have left a position after receiving notice of allegations or while under investigation in an administrative or disciplinary proceeding involving misconduct; or have filed an appeal of a finding of misconduct with a previous employer. 'Misconduct' means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. For reference, below are UC's policies addressing some forms of misconduct: UC Sexual Violence and Sexual Harassment Policy UC Anti-Discrimination Policy Abusive Conduct in the Workplace Equal Employment Opportunity The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law. To apply, visit https://careerspub.universityofcalifornia.edu/psc/ucb/EMPLOYEE/HRMS/c/HRS_HRAM_FL.HRS_CG_SEARCH_FL.GBL?Page=HRS_APP_JBPST_FL&JobOpeningId=84875&PostingSeq=1&SiteId=21&languageCd=ENG&FOCUS=Applicant Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-6c4c2ca105b87641a3b3d787b2486a15 Tue, 19 May 2026 02:36:02 -0400 https://jobs.socialstudies.org/jobs/rss/22275299/middle-school-mathematics-teacher https://jobs.socialstudies.org/jobs/rss/22275299/middle-school-mathematics-teacher Grosse Pointe Farms, Michigan, The Grosse Pointe Academy is an independent day school serving students ages 2.5 through Grade 8 whose mission is to nurture, challenge, and inspire the intellectual, creative, and personal potential in each and every child. The Academy curriculum prepares confident lifelong learners in a joyful and challenging learning environment, encouraging intellectual curiosity, empathy, leadership, independence, global citizenship, active listening, critical thinking and effective communication. Located in Grosse Pointe Farms, Michigan, The Grosse Pointe Academy is situated on a historic 20-acre campus with centuries-old architecture overlooking Lake St. Clair. For more information, visit www.gpacademy.org Under the direction of the Head of School and Assistant Head of School, the Middle School Mathematics Teacher is responsible for the design, delivery, and continuous improvement of a comprehensive Grades 6–8 Mathematics program, including advanced sections of Algebra I and potentially Geometry. The Grosse Pointe Academy seeks a dynamic, energetic educator who fosters a learning environment that challenges, supports, and inspires students to reach their academic and analytical potential. This role calls for an instructor who can engage students in rigorous problem solving, abstract reasoning, and the mastery of mathematical concepts and language, preparing them for the academic demands of high school and beyond. The ideal candidate will build strong relationships with students, collaborate closely with colleagues, and contribute positively to the vibrant life of the school community. Essential Duties and Responsibilities Curriculum & Instruction Program Implementation: Plan, develop, and implement a cohesive, standards-aligned mathematics curriculum for Grades 6–8, focusing on arithmetic fluency, proportional reasoning, pre-algebra, and high-school-level Algebra I and Geometry. Instructional Delivery: Design and deliver engaging learning experiences that facilitate active participation, inquiry-based learning, and a deep appreciation for the logic and beauty of mathematics. Mathematical Modeling: Provide consistent, high-quality feedback on student work, guiding them through the process of modeling real-world scenarios and communicating their mathematical thinking clearly. Technology Integration: Effectively utilize relevant educational technology and digital platforms (e.g., Desmos, GeoGebra, graphing calculators) to support visualization, data analysis, and 21st-century STEM skills. Student Evaluation: Develop and implement a variety of formative and summative assessments to measure student growth in procedural fluency, conceptual understanding, and strategic competence. Student Records: Maintain accurate, up-to-date records of student progress in Blackbaud and provide timely, constructive feedback to students, families, and administrators. Communication: Maintain clear, consistent, and professional communication with families regarding academic progress, classroom expectations, and mathematical development. Student Life & Advisory Advisory: Serve as a Middle School advisor, supporting the social, emotional, and organizational development of a small cohort of students. Middle School Support & Electives: Assist with Middle School programming and student support initiatives, with the potential to develop and teach a Middle School elective aligned with individual strengths and interests. Supervision: Participate in the "whole life" of the school, including supervising lunch, dismissal, and chaperoning class trips or student dances. Cross-Curricular Collaboration: Work closely with colleagues to develop interdisciplinary projects that connect Mathematics to Science, History, and the Arts (e.g., architectural geometry or statistical analysis of historical data). Knowledge, Skills, and Abilities Content Expertise: Deep knowledge of middle-level math, including linear and quadratic functions, coordinate geometry, proofs, and statistical probability. Developmental Understanding: A nuanced understanding of the social and emotional needs of middle school students and the ability to set high expectations within a supportive environment. Analytical Reasoning: Skill in guiding students through evidence-based reasoning, helping them move from concrete operations to abstract algebraic thinking. Communication Skills: Superior written and verbal communication skills, with the ability to translate complex mathematical concepts into accessible language. Adaptability: Flexibility to adjust instruction based on student needs, interests, and emerging opportunities for deeper inquiry. Professionalism: A demeanor that is reflective of the School’s values, receiving students, parents, and faculty in a friendly and courteous manner. Required Qualifications Education: Advanced degree (Master’s) in Education, Mathematics, or a related field preferred. Experience: Previous middle school mathematics classroom teaching experience is required; experience teaching Algebra I and Geometry is highly desirable. Certification: Valid state teaching credential with a Middle School Mathematics endorsement. Background Check: Successful completion of a criminal records background check. Position Type: Full-Time, 8:00 am - 4:00 pm. This is a 10-month position, typically beginning at the end of August and ending in mid-June. Application Process: Please submit a letter of interest, resume, and references to hr@gpacademy.org. Thu, 14 May 2026 09:20:05 -0400 https://jobs.socialstudies.org/jobs/rss/22273774/lecturer-community-engagement-and-social-change-minor https://jobs.socialstudies.org/jobs/rss/22273774/lecturer-community-engagement-and-social-change-minor Los Angeles, California, LECTURER, Community Engagement and Social Change Minor University of California Los Angeles Requisition Number: JPF11037 The UCLA Community Engagement and Social Change (CESC) Program invites applications for a full-time (100%) Lecturer appointment for the 2026-2027 academic year (Fall, Winter, and Spring quarters), with responsibility for teaching six courses across the CESC curriculum. The instructional assignment is as follows: Fall 2026 CESC 50XP: Engaging Los Angeles CESC 190A: Introduction to Community-Engaged Research Winter 2027 CESC 191AX: Capstone Research Seminar CESC 195: academic internship course Spring 2027 CESC 191BX: Capstone Research Seminar: Projects CESC 195: academic internship course The Lecturer will collaborate with CESC teaching staff across all courses to ensure consistency and continuity of course content and learning outcomes. UCLA has a diverse student population in one of the more diverse cities in the nation; we particularly seek candidates who have taught similarly diverse students in a major research university. This position is represented by the University Council - American Federation of Teachers: Contract | UCnet . Internal applicants will be considered for reappointment prior to the consideration of external applicants. Required Qualifications: Ph.D. from an accredited university College-level teaching experience related to historical and sociological approaches to social issues and social change in Los Angeles and community-engaged research Demonstrated record of community-engaged teaching Preferred Qualifications: At least 3 years of teaching experience Experience teaching courses that have a strong writing component Capable of delivering high-quality instruction to a diverse student body Evidence of working effectively with colleagues on a shared project The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age or protected veteran status. For the complete University of California on discrimination and affirmative action policy see: UC Nondiscrimination and Affirmative Action Policy. APPLICATION REQUIREMENTS Curriculum Vitae Cover Letter Statement of Teaching Names and contact information of two references To apply, please visit: https://recruit.apo.ucla.edu/JPF11037 The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age or protected veteran status. For the complete University of California nondiscrimination and affirmative action policy, see: UC Nondiscrimination & Affirmative Action Policy, https://policy.ucop.edu/doc/4000376/DiscHarassAffirmAction jeid-deebe62982211d4cb5ee7543d990b678 Tue, 19 May 2026 02:27:13 -0400 https://jobs.socialstudies.org/jobs/rss/22273705/cooperative-extension-nutrient-management-and-forage-systems-advisor-serving-stanislaus-san-joaquin-and-merced-counties-25-37 https://jobs.socialstudies.org/jobs/rss/22273705/cooperative-extension-nutrient-management-and-forage-systems-advisor-serving-stanislaus-san-joaquin-and-merced-counties-25-37 Modesto, California, Cooperative Extension Nutrient Management and Forage Systems Advisor Serving Stanislaus, San Joaquin, and Merced Counties (25-37) University of California Agriculture and Natural Resources Application Window Open date: May 13, 2026 Next review date: Tuesday, Jun 30, 2026 at 11:59pm (Pacific Time) Apply by this date to ensure full consideration by the committee. Final date: Tuesday, Oct 27, 2026 at 11:59pm (Pacific Time) Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled. Position description Position Overview The University of California, Agriculture and Natural Resources (UC ANR) invites applications for a UC Cooperative Extension (UCCE) Nutrient Management and Forage Systems Advisor at the Assistant rank serving Stanislaus, San Joaquin, and Merced Counties. The Nutrient Management and Forage Systems Advisor will implement an innovative multi-county extension education and applied research program focused on production issues for forage crops in California's Northern San Joaquin Valley. The emphasis will be on nutrient management in cropping systems linked to animal agriculture and fertilizer use, as well as on irrigation management and water quality issues. Expected impacts are optimized agronomic practices that maximize profitability while improving water and nutrient use efficiency, protecting water and air resources, and building climate resilience through identification and promotion of best agricultural practices. Forage crop production innovations present promising solutions for conserving soil and water resources and managing manure nutrients, which affect groundwater and air quality, as well as greenhouse gas emissions. Improved stewardship of nitrogen from manures and fertilizers in forage production is necessary to sustain California's important dairy industry and to protect soil, air, and water resources for all Californians. UCCE Advisors are responsible for conducting applied research and extending knowledge. Research activities are applied and mission-oriented, focused on addressing challenges in our communities. Extension activities are the educational methods that Advisors use to share research results directly with clientele and communities, increasing knowledge and understanding of science-based research that promotes the adoption of practices and technologies to solve local problems. Extension activities may include individual farm consultations, presentations, or organizing educational workshops, short courses, and field demonstrations. Information may also be disseminated through various channels, such as radio, webinars, fact sheets, policy briefs, news blogs, social media, and other outlets. Publications are expected in various formats, including newsletters, popular press articles, curricula, conference proceedings, and peer-reviewed journals. Successful research and extension programs result in new information that improves knowledge or understanding, and eventual adoption of new skills or practices, changed attitudes or policies, and improved environmental, economic, or social conditions. UCCE Advisors are evaluated through an academic advancement system based on four criteria: 1) extending knowledge, 2) applied research and creative activity, 3) professional competence and activity, and 4) university and public service. Location Headquarters: This position will be based at the UC Cooperative Extension Office in Stanislaus County, located at 3800 Cornucopia Way, Modesto, California 95358. Position Details In the three-county region served by this Advisor, forage crops account for $900 million in revenue from 570,000 harvested acres, supporting $3.8 billion in milk and cattle revenue, higher-paying year-round employment, and the economic viability of many disadvantaged communities. Milk is a top agricultural commodity in the three counties, accounting for 36% of the state's dairy production. The dairy industry relies on a wide mix of locally grown forage crops that thrive in the Central Valley, including corn, small grain cereals, alfalfa, sorghum, and Sudan grass. Given the economic importance of the dairy industry and the crops that support it, there is a pressing need to conduct research and extend knowledge on forage crop production in Merced, Stanislaus, and San Joaquin Counties. Research is expected to focus on crop production issues for livestock feed, emphasizing animal agriculture and fertilizer use, nutrient management issues, irrigation management, and water quality. Research topics for this may include: Nitrogen and salt management Improved production practices (cultural, crop variety, pest management, fertility, irrigation, and economics) Use of nitrification inhibitors GIS systems for controlling site-specific fertilizer and pest applications Conservation tillage Role of nitrogen-fixing legumes in cropping systems Best practices to manage organic nitrogen to mitigate nitrogen contamination issues Decision-making tools development Alternate manure management practices that maximize nutrient use in cropping systems while being climate neutral and protecting groundwater Research programs will be developed and carried out in collaboration with UC ANR academics and appropriate statewide efforts, including UC ANR Program Teams and Workgroups, local stakeholders, and collaborating agencies and industries in Stanislaus, San Joaquin, and Merced Counties. The Advisor is expected to partner with other Cooperative Extension (CE) and Agricultural Extension Stations (AES) researchers and educators to conduct research and education programs that address the issues within nutrient management and forage systems. The location of this position allows for collaboration with researchers at UC Merced and enables interaction with climate-smart agricultural educators on California Department of Food and Agriculture Projects (e.g., SWEEP, AMMP, and Healthy Soils). Science-based research results and other educational information will be disseminated through a variety of methods responsive to the needs of clientele. These might include individual consultations, presentations at grower and industry meetings, workshops, short courses, field demonstrations, UC ANR publications, peer-reviewed journal articles, newsletters, technical reports to commodity boards/funding agencies, and an appropriate mix of contemporary and emerging electronic tools (such as online learning, web content systems and repositories, social media, impact and evaluation tools), along with specialized and public media outlets. Key clientele will include producers of forage crops, dairy farmers, crop consultants, allied industry professionals, and non-profit environmental groups. Counties of Responsibility. This position will serve Stanislaus, San Joaquin, and Merced Counties. Reporting Relationship: In this appointment, the Advisor will report directly to the UC Cooperative Extension Director for Stanislaus County, with input from the Directors of UC Cooperative Extension for Merced and San Joaquin Counties. This is not a remote position; the advisor must be available to work onsite at the headquarters location and travel to and be present in the other assigned counties. Specific expectations for maintaining office hours and fieldwork in the geographic area covered by this position will be outlined by the respective supervisors upon hire. Qualifications and Skills Required Required Qualifications Education: At the time of appointment, a minimum of a master's degree in agronomy, crop science, soil science, water management, crop production, plant nutrition, or a related field is required. Key Qualifications Expertise needed to address nutrient management issues, especially linked to the California dairy-forage production system Ability to develop and integrate all aspects of crop production to promote sustainability, profitability, and environmental stewardship Capacity or potential to accomplish team-based research and education programs consistent with the values of UCANR. Ability and means to travel on a flexible schedule as needed, proof of liability, and property damage insurance on the vehicle used is required. Must possess or obtain a valid California Driver's License to drive a county or university vehicle. A background investigation will be required for the successful candidate, including fingerprinting and criminal history clearances from the Department of Justice and the Federal Bureau of Investigation. This position is subject to the requirements and compliance of California's Child Abuse and Neglect Reporting Act (CANRA). Employment within UC ANR is contingent upon securing written acknowledgment to comply with California law. Applicants must have unrestricted and permanent work authorization in the United States. We are unable to sponsor or take over sponsorship of an employment visa at this time. Applicants must be authorized to work for any employer in the U.S. at the time of hire, without additional sponsorship. Internal ANR applicants may contact Katie Kilbane at klkilbane@ucanr.edu . This is not a remote position. Additional Skills Required Applicants need to meet appointment criteria for the respective University of California academic title series and provide evidence of success in meeting the required academic advancement criteria as per UC Academic Personnel Manuals . Applicants need to document relevant research, extension, teaching experience, and appropriate scholarly achievements. Interest in and a desire to pursue a career in UC Cooperative Extension. Technical Competence and Impact: The candidate should understand key concepts to optimize engagement and development and be able to design and implement a program that leads to positive changes and impact within the community and beyond. Communication: Demonstrated excellence in written, oral, interpersonal and information technology communication skills. Collaboration, Teamwork, and Flexibility: The candidate should demonstrate the ability to work collaboratively as a team member with key external stakeholders and county-based staff, as well as with other colleagues within UC ANR. Lifelong Learning: Advisors are expected to evolve and grow throughout their careers and respond to changes in the industry, clientele, and organizational structure. As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct, are currently being investigated for misconduct, left a position during an investigation for alleged misconduct, or have filed an appeal with a previous employer. 'Misconduct' means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. Sexual Violence and Sexual Harassment Anti-Discrimination Policy Affirmative Action Desired Experiences Experience in successful Extension programming or community development A deep understanding of California dairy nutrient management and forage cropping systems Demonstrated ability to share complex information in a manner tailored to the audience Spanish or other foreign language skills About UC ANR UC ANR is a division of the University of California (UC) system that bridges the gap between local issues and the UC system's expertise by providing research-based information, educational programs, and technical support to the public in areas such as agriculture, natural resources, nutrition, and youth development. UC ANR is part of a nationwide Cooperative Extension network, which began in the early 20th century to connect research from land-grant universities with the everyday needs of people in communities across the United States. Today, we collaborate with farmers, ranchers, diverse communities, youth and adult educators, and policymakers to address local and statewide issues related to food systems, water, climate change, and sustainable agriculture through a statewide network of campus-based researchers, county-based Advisors, and community educators. Our mission is to cultivate thriving communities, sustainable agriculture, resilient ecosystems, and economic prosperity in California and globally through equitable generation and sharing of collaborative, science-based solutions. Over 180 UCCE Advisors conduct applied research and extension education from county-based UCCE offices serving all 58 counties from 70+ locations. By working and living among those we serve, UC ANR expands the University of California's reach to engage all people and communities in California, ensuring equal access to the resources UC offers. Our vision is that UC ANR will be valued in every California community for meaningful engagement and making a positive difference in people's lives. About Stanislaus, San Joaquin, and Merced Counties The three counties served sit in the heart of California's Central Valley, anchored by major population centers such as Modesto, Stockton, and Merced. The region is deeply tied to agriculture, supported by fertile soil and a Mediterranean climate. Key commodities include milk, tree crops (almonds, walnuts, etc.), cattle and calves, silage, and tomatoes. Food processing, logistics, and warehousing are other important industries. Merced County is home to UC Merced, the newest campus of the University of California, which is known for its research in sustainability, environmental engineering, climate science, and water resources. Residents of the three-county area enjoy year-round outdoor recreation, and agricultural tourism is another feature of the region. Modesto, where the position is housed, is approximately 90 miles from San Francisco. Learn more about UC ANR and UC ANR Mission Statement UC ANR administers Statewide Programs and Institutes that focus research and extension on solving priority problems that engage ANR academics and UC faculty in integrated teams UC ANR Strategic Initiatives help unify, communicate, and advocate for the work we do. UC ANR uses seven Public Value Statements to communicate how our work makes a difference to the public. UC ANR academics are expected to share and exhibit UC ANR's commitment to UCANR's Civil Rights Compliance Policy . UC ANR is committed to supporting inclusive excellence and is guided by UC ANR's Principles of Community . We strive to create an environment where all individuals, regardless of their background, feel valued and respected and have equal opportunities for growth and success. Salary & Benefits Salary: The salary range for this Cooperative Extension Advisor position is Assistant Rank, Step I ($85,600) to Step VI ($108,600). Step placement in the advisor series is based on applicable experience and professional qualifications. For information regarding Cooperative Extension Advisor salary scales, please refer to the University of California salary scale Salary scale . If the successful candidate is currently a UCCE Advisor, the candidate will be offered the position without change to the candidate's current rank, step, salary and/or appointment terms; and if applicable, is eligible to retain indefinite status. This position is eligible for indefinite status following three successful reviews and is subject to the terms noted in Section 315 of the UC ANR Policy and Procedure Manual ANR Policy and Procedure Manual . If the successful candidate is currently a UCCE Specialist with indefinite status, the candidate will be offered the position commensurate with applicable experience and professional qualifications, with eligibility to retain such indefinite status. Benefits: The University of California offers comprehensive benefits, including 2 days of paid vacation per month, 1 day of paid sick leave per month, and paid holidays. This position is eligible for sabbatical leave privileges per the terms of university policy. ANR is part of UC's Family-Friendly Policies. For more information, refer to the UC Benefits website Benefits . How to Apply If interested in this position, please visit UC Recruit and choose 'applicants' (refer to position #25-37). An in-person finalist interview may be required as part of the search process. Closing Date: To assure full consideration, application packets must be received by June 30, 2026 (Open until filled) Questions? Contact Tatiana Avoce at tavoce@ucanr.edu University of California Cooperative Extension As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements. The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law. As of January 1, 2014, ANR is a smoke- and tobacco-free environment in which smoking, the use of smokeless tobacco products, and the use of unregulated nicotine products (e-cigarettes), is strictly prohibited. Application Requirements Document requirements Curriculum Vitae - Your most recently updated C.V. Cover Letter Statement of Research and Extension - Please submit a Statement of Research and Extension Interests, including how your current and/or past research and extension experience could contribute to, or be applicable to, the needs of the local community. Provide examples of potential goals and outcomes from your research and extension activities. References - Please submit a page of 3-5 references with contact information (include phone # and email address) College Level Transcripts - Electronic transcripts or legible scanned copies (PDF) of original transcripts will be accepted. Transcripts must identify coursework completed, grades earned, degrees conferred, and confer dates. Please DO NOT send transcripts that are password protected. Reference requirements 3-6 required (contact information only) About UC Agriculture and Natural Resources The University of California, Division of Agriculture and Natural Resources is an Equal Opportunity/Affirmative Action Employer advancing inclusive excellence. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected categories covered by the UC nondiscrimination policy. Job location Modesto, CA To apply, please visit: https://recruit.ucanr.edu/JPF00388 Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-1116f209af8b574db6b0fa0a51997a9b Tue, 19 May 2026 02:25:28 -0400 https://jobs.socialstudies.org/jobs/rss/22275323/civic-life-administrator-for-athletics https://jobs.socialstudies.org/jobs/rss/22275323/civic-life-administrator-for-athletics Medford, Massachusetts, Overview The Jonathan M. Tisch College of Civic Life is a national leader in civic education, whose teaching, research, and community partnerships are setting the standard for higher education’s role in civic engagement. As the only university-wide college of its kind, Tisch engages Tufts students in transformational learning opportunities via hands-on field-based experiences, community building, and public service. These engagements prepare them to become active citizens and community leaders. Tisch research centers conduct groundbreaking research on young people’s civic and political participation and forge innovative participatory action research partnerships with communities. Tisch College’s North Star—building robust, inclusive democracy for an increasingly multiracial society—seeks to cultivate knowledge, leaders and living experiments that expand possibilities for democratic development in the context of increasing risks to democracy worldwide. Our work supports the University’s efforts to become an anti-racist institution. Our programs and research centers focus on strengthening the political participation and voices of historically marginalized people, especially youth, and on addressing the challenges of building and reviving democratic institutions needed for multiracial/ethnic societies. What You'll Do At Tisch College, every Tufts student – whatever their field of study, school, or degree program – has a pathway to civic engagement. The Tisch College student programs team oversees a robust portfolio of curricular and co-curricular opportunities for students across the university to develop and enhance civic learning. Under the supervision of the Senior Program Manager, the Program Administrator oversees Tisch's work with athletics and supports multiple Tisch College student programs. The Program Administrator plays an integral role in supporting our work to meet students where they are and engage them throughout their time at Tufts. In collaboration with student program Director and Senior Managers, and in alignment with the Tisch College North Star – building robust, inclusive democracy for an increasingly multiracial society – support development of program strategy, goals, and content for a sustainable model for student-athlete civic engagement. Manage a comprehensive civic leadership development program for student-athletes each year. Teach and develop the Civic Life Ambassador Course in the spring and fall semester. Project plan, manage, and deliver on community initiatives and events each year. Partner with key campus stakeholders to lead the execution of public?facing events and marketing efforts. Serve as advisor and resource for students offering one-on-one and group mentorship to support their success in Tisch College programs. Create partnerships with local community organizations in collaboration with Tisch College Community Partnerships and Tufts Government & Community Relations. With the Associate Director of Research and Development for Tisch College, implement and support program evaluation and assessment, suggesting program or curricular revisions based on findings. Promote and cultivate a culture of service and civic engagement within the athletic department and broader campus community. Manage professional development workshops and career night events for student-athletes. Supervise and mentor a team of student staff to enhance support for program delivery. Participate in development and monitoring of budgets; this includes: supporting the Sr. Program Manager in preparing reports and projections. collaboration with university/Tisch College advancement to support donor stewardship. In collaboration with colleagues at Tisch College, support Tisch College programs and initiatives, including: Providing staffing, support and planning for the 2-week Leadership for Social Change high school summer program. Serve on the Tisch Fund for Civic Engagement review committee, conducting interviews and collaborating on decisions and strategic goals for the Fund. Support team efforts including interviewing students for peer leader positions and collaborating on other student program initiatives. Develop and implement orientation, workshops, visits to program partner organizations off-campus, lectures, closing, presentations, and other events for student programs including during the academic year, summer, and student breaks (winter, spring). Collaborate with the programs team on the development of new student programs in line with the mission and vision of Tisch College and Tufts University. Additional responsibilities, including: Support Tisch College events with staffing and support, representing the college to various audiences for philanthropy and marketing purposes. Attend team meetings, all-Tisch staff meetings, and other regular programming including events sponsored by the Tisch College DEIJ committee. Facilitate gameday management and tournament hosting for NESCAC or NCAA tournaments as needed. Attend athletics department meetings and support the athletic department as needed. Participate in relevant committees, workshops, and trainings at Tisch and across Tufts to develop professional competencies and explore content of interest. This is a hybrid position where there is flexibility around work scheduling. Due to the nature of this role, a minimum of 2 days a week in Athletics and 2 days a week at Tisch College are expected, with additional in person requirements based on events. Occasional evening and weekend work might be required during peak program times. Basic Requirements: Knowledge and experience typically acquired by: Knowledge and skills as typically acquired through completion of a Bachelor’s degree with 3-5 years of relevant experience  OR  Associates degree with 5-7 years of relevant experience. Employment experience in program development and administration. Experience working with high school and/or college students. Formal student mentoring support experience. Strong organization and creative problem-solving skills. Preferred Qualifications: Experience with student programming, Collegiate athletics background (playing or working in an NCAA setting), experience with civic engagement programming. Minimum $60,000.00, Midpoint $75,000.00, Maximum $90,100.00 Thu, 14 May 2026 09:58:03 -0400 https://jobs.socialstudies.org/jobs/rss/22275446/social-studies-teacher https://jobs.socialstudies.org/jobs/rss/22275446/social-studies-teacher Kensington, Maryland, The Academy of the Holy Cross is accepting resumes for an experienced and passionate Social Studies teacher with expertise in teaching World History and Advanced Placement (AP) History courses and a deep enthusiasm for engaging students in the study of history and social studies. The Academy of the Holy Cross, a Catholic college preparatory school sponsored by the Sisters of the Holy Cross since 1868, is dedicated to educating young women in a Christ-centered community which values diversity.  The Academy is committed to developing women of courage, compassion and scholarship who responsibly embrace the social, spiritual and intellectual challenges of the world. All faculty and staff must demonstrate a commitment to the Core Values of the Academy: community, Catholic identity, academic excellence, educating the whole person, tradition, diversity, leadership, single-sex education, environment and communication. PRINCIPAL RESPONSIBILITIES: Teach World History and possibly Advanced Placement (AP) History courses, with potential opportunities to teach additional courses and electives. Demonstrate effective classroom management skills to create a student-centered and engaging learning environment. Develop and implement lesson plans aligned with departmental curriculum and objectives. Use diverse instructional strategies to support students of varying ability levels. Evaluate student progress through assessments, maintain accurate records, and provide constructive feedback. Collaborate closely with colleagues to align course pacing, major assessments, and curricular development. Incorporate appropriate educational technology into the teaching environment Maintain professional competence through professional development and in-service activities Contribute to departmental initiatives and participate in school-wide academic review processes Serve as an advisor and engage in additional school-related duties as needed Potential opportunities to supervise after-school activities based on interest and institutional needs. Thu, 14 May 2026 13:13:30 -0400 https://jobs.socialstudies.org/jobs/rss/22275502/elar-lower-school-teacher https://jobs.socialstudies.org/jobs/rss/22275502/elar-lower-school-teacher Houston, Texas, First Baptist Academy, serving students infant through eighth grade, is seeking a Lower School Teacher.  FBA teachers exemplify specific characteristics of professional excellence to support FBA’s vision, mission, core values, and strategic goals. This position reports to the Lower School Principal. Mission Statement: Our mission is to equip students with the Truth of God’s Word while developing their character, intellect, and potential to Explore, Create, Challenge, and Lead. Required Qualifications: Faithful Integrity – Model Biblical values, principles, and desired behaviors for student guidance while demonstrating a desire to work in a Christian environment. Moral and Ethical Standards – Uphold high moral and ethical standards within the classroom and greater school community. Servant Heart – Demonstrate humility, servant leadership, and a willingness to serve others in a Christ-like manner. Bachelor’s degree from an accredited school with current teacher certification At least two years of full-time teaching experience Key Responsibilities: Creative Empowerment – Create classroom learning environments that foster a secure and supportive atmosphere, encouraging students to embrace challenges, redefine failure, and advocate for themselves. Work diligently in curriculum planning, implementing instruction, and executing effective classroom management techniques for elementary-aged students. Comprehensive Personalization – Provide diverse learning opportunities tailored to the unique strengths, interests, and challenges of students. Utilize effective small group instruction and literacy/math workstations and integrate technology applications. Collective Collaboration – Engage in collective efforts with team members to attain shared goals for the benefit of the students. Ensure that all students make academic and social progress in accordance with FBA’s mission and core values. Communicate with parents during the school year through regular correspondence, electronic gradebooks, and maintaining class pages on FBA’s portal system. Supportive Guidance – Assist students in recognizing their talents and guiding them in utilizing these gifts to serve others and discover God’s desired path for their lives. Continuous Professional Growth – Pursue professional development opportunities to incorporate optimal teaching methodologies in our classrooms. Benefits: Salary is commensurate with qualifications and experience Group medical insurance coverage for employee Dental and vision insurance available Life Insurance, AD&D and Long-term disability coverage for employee 403(b) matching Paid time off Tuition Discount Fitness Center Discount Background Check Statement : FBA conducts pre-employment screening for all positions which includes a criminal background check, verification of work history, academic credentials, licenses, and certifications. First Baptist Academy is a Christian school dedicated to the development of moral character, the enrichment of spiritual lives, and the perpetuation of growth in Christian ideals in an environment that is academically rigorous-enriched with the truth of scripture and a relevant Biblical Worldview.    It is the policy of First Baptist Academy not to discriminate on the basis of race, color, sex, national origin, age, physical or mental disability, genetic information, or any other protected class under federal, state, or local law except those exclusions specifically provided to Religious Organizations. Thu, 14 May 2026 14:39:08 -0400 https://jobs.socialstudies.org/jobs/rss/22273099/learning-resources-specialist-math https://jobs.socialstudies.org/jobs/rss/22273099/learning-resources-specialist-math Washington, D.C., Beauvoir, the National Cathedral Elementary School seeks an expert in elementary mathematics and teaching diverse learners to serve as a Learning Resource Specialist. Learning Resource Specialists at Beauvoir provide one-on-one, small group, and whole class support for students in kindergarten through third grade. Learning Resource Specialists collaborate with partner teachers, grade level teams, the learning resource team, specialists, administrators, and outside providers to support the unique learning needs of every student and provide differentiated instruction and learning strategies to support every child in meeting their full potential. The School has identified a need for a learning resource specialist with experience in the assessment, identification, and intervention of learning differences and specific learning disabilities. The Learning Resource Specialist will be responsible for supporting students in their investigation of elementary mathematics, demonstrating best practices in early childhood education and teaching of diverse learners, and fulfilling the roles of teacher and member of the learning resource team. This is a 10-month, full-time position, open until filled. Direct supervision is managed by the Director of Learning Resources while ultimate reporting is overseen by the Head of School. Salary Range: of $67,000 – $95,000 depending on education and experience. DUTIES AND RESPONSIBILITIES OF THIS POSITION As a teacher , the Learning Resource Specialist will: Demonstrate a joy for learning and teaching Plan, prepare, and deliver lesson plans and instructional materials that facilitate active learning Develop schemes of work, lesson plans, and projects that demonstrate a distinguished knowledge of content and pedagogy appropriate for early childhood students Develop and implement differentiated plans for individual students using the curriculum program Use technologies in the teaching/learning process to support and enhance instruction and learning Encourage and monitor the progress of individual students and use information to adjust teaching strategies Observe and assess student performance and development Maintain accurate and complete records of students' progress and development, including anecdotal notes and written reports Prepare required written formal and informal reports on student progress and development Communicate necessary information regularly to students, colleagues, and families regarding student progress and needs Manage student behavior and classroom routines by establishing and upholding values and procedures aligned with the Responsive Classroom best practices and Beauvoir’s social curriculum Demonstrate preparation and skill in working with students from diverse cultural, economic, and ability backgrounds As a member of the learning resource team, the Learning Resource Specialist will: Demonstrate enthusiasm for the mission of the school and for working collaboratively with fellow faculty members to fulfill and support the strategic initiatives and vision of the school Exemplify collaboration that supports an authentic and inclusive school community, and collaboration that supports colleagues in a positive manner Maintain a professional relationship with colleagues, students, families, and community members Participate in the admissions process to ensure incoming students can be accommodated by our program Attend and participate in faculty meetings and serve on committees Stay current in the fields of elementary mathematics and teaching diverse learners; maintaining professional connections and engaging in professional development Demonstrate a commitment to lifelong learning by enhancing their skills and embracing innovative technologies and creative thinking Facilitate and encourage professional development for teachers related to differentiation and diverse learners Demonstrate mature judgement and discretion; maintain confidentiality and composure under pressure and in situations with students, parents, and colleagues, and demonstrate behavior that is professional, ethical, and responsible Exhibit a strong ability to organize work, set and adjust priorities, meet deadlines, and execute multiple concurrent tasks; anticipate needs and respond accordingly, and to perform with an appropriate degree of initiative REQUIREMENTS Advanced degree in learning disabilities, differentiated instruction, special education, or math required At least three years of demonstrated experience in teaching Coursework and or professional training in early childhood development and in methods to support students with a variety of learning profiles, or mathematics Strong written and verbal communication skills Embodiment of the Beauvoir Life Rules in all aspects of employment and interactions with school stakeholders Demonstrated ability to support, uphold, and promote the Beauvoir core values of childhood, creativity, curiosity, and courage Joy in leading, teaching, learning, and working with children Ability to be flexible and to perform other duties as assigned by the Head of School GENERAL REQUIREMENTS Background Checks and Screening : Successful completion of periodic background checks, including an FBI background check, and, at the discretion of the school, drug and alcohol screening. Interpersonal Skills : Excellent communication skills, a courteous demeanor, and commitment to fostering a positive school environment. Technical Proficiency : Proficiency with common computer applications, including word processing and shared calendars. Professionalism : Sound judgment, discretion, and the ability to maintain confidentiality and composure under pressure. Reliability : Consistent and punctual attendance; able to prioritize and manage multiple tasks efficiently. Compliance : Adherence to all policies and procedures outlined in the Beauvoir Faculty & Staff Handbook. Flexibility : Willingness to adapt to changing circumstances and work hours, as needed. Cultural Competence : Respect for diverse cultures and backgrounds. Child Protection : Commitment to child safety and well-being. WORKING CONDITIONS (SCHEDULE, PHYSICAL DEMANDS, AND WORK ENVIRONMENT) Physical Demands : Prolonged periods of sitting, standing, walking, climbing stairs, reaching, twisting, turning, kneeling, bending, and stooping. Manual Dexterity : Frequent grasping, repetitive hand movements, and fine motor skills. Physical Strength : Lifting, carrying, pushing, or pulling objects weighing up to 25 pounds.   HOW TO APPLY   Interested candidates should submit a cover letter, resume, and personal statement of educational philosophy addressing math education and differentiation to Anne Marie Desaulniers, Director of Learning Resources, bvrteachingjobs@bvrschool.org . Beauvoir the National Cathedral Elementary School provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. Nothing in this Job Description restricts the School’s right to assign or reassign duties and responsibilities to this position at any time.  This position is at will, which means that either the employee or the School may terminate the relationship at any time, with or without notice and for any reason or no reason. Wed, 13 May 2026 09:49:42 -0400 https://jobs.socialstudies.org/jobs/rss/22273113/learning-resources-specialist-math https://jobs.socialstudies.org/jobs/rss/22273113/learning-resources-specialist-math Washington, D.C., JOB SUMMARY Beauvoir, the National Cathedral Elementary School seeks an expert in elementary mathematics and teaching diverse learners to serve as a Learning Resource Specialist. Learning Resource Specialists at Beauvoir provide one-on-one, small group, and whole class support for students in kindergarten through third grade. Learning Resource Specialists collaborate with partner teachers, grade level teams, the learning resource team, specialists, administrators, and outside providers to support the unique learning needs of every student and provide differentiated instruction and learning strategies to support every child in meeting their full potential. The School has identified a need for a learning resource specialist with experience in the assessment, identification, and intervention of learning differences and specific learning disabilities. The Learning Resource Specialist will be responsible for supporting students in their investigation of elementary mathematics, demonstrating best practices in early childhood education and teaching of diverse learners, and fulfilling the roles of teacher and member of the learning resource team. This is a 10-month, full-time position, open until filled. Direct supervision is managed by the Director of Learning Resources while ultimate reporting is overseen by the Head of School. Salary Range: of $67,000 – $95,000 depending on education and experience. DUTIES AND RESPONSIBILITIES OF THIS POSITION As a teacher , the Learning Resource Specialist will: Demonstrate a joy for learning and teaching Plan, prepare, and deliver lesson plans and instructional materials that facilitate active learning Develop schemes of work, lesson plans, and projects that demonstrate a distinguished knowledge of content and pedagogy appropriate for early childhood students Develop and implement differentiated plans for individual students using the curriculum program Use technologies in the teaching/learning process to support and enhance instruction and learning Encourage and monitor the progress of individual students and use information to adjust teaching strategies Observe and assess student performance and development Maintain accurate and complete records of students' progress and development, including anecdotal notes and written reports Prepare required written formal and informal reports on student progress and development Communicate necessary information regularly to students, colleagues, and families regarding student progress and needs Manage student behavior and classroom routines by establishing and upholding values and procedures aligned with the Responsive Classroom best practices and Beauvoir’s social curriculum Demonstrate preparation and skill in working with students from diverse cultural, economic, and ability backgrounds As a member of the learning resource team, the Learning Resource Specialist will: Demonstrate enthusiasm for the mission of the school and for working collaboratively with fellow faculty members to fulfill and support the strategic initiatives and vision of the school Exemplify collaboration that supports an authentic and inclusive school community, and collaboration that supports colleagues in a positive manner Maintain a professional relationship with colleagues, students, families, and community members Participate in the admissions process to ensure incoming students can be accommodated by our program Attend and participate in faculty meetings and serve on committees Stay current in the fields of elementary mathematics and teaching diverse learners; maintaining professional connections and engaging in professional development Demonstrate a commitment to lifelong learning by enhancing their skills and embracing innovative technologies and creative thinking Facilitate and encourage professional development for teachers related to differentiation and diverse learners Demonstrate mature judgement and discretion; maintain confidentiality and composure under pressure and in situations with students, parents, and colleagues, and demonstrate behavior that is professional, ethical, and responsible Exhibit a strong ability to organize work, set and adjust priorities, meet deadlines, and execute multiple concurrent tasks; anticipate needs and respond accordingly, and to perform with an appropriate degree of initiative REQUIREMENTS Advanced degree in learning disabilities, differentiated instruction, special education, or math required At least three years of demonstrated experience in teaching Coursework and or professional training in early childhood development and in methods to support students with a variety of learning profiles, or mathematics Strong written and verbal communication skills Embodiment of the Beauvoir Life Rules in all aspects of employment and interactions with school stakeholders Demonstrated ability to support, uphold, and promote the Beauvoir core values of childhood, creativity, curiosity, and courage Joy in leading, teaching, learning, and working with children Ability to be flexible and to perform other duties as assigned by the Head of School GENERAL REQUIREMENTS Background Checks and Screening : Successful completion of periodic background checks, including an FBI background check, and, at the discretion of the school, drug and alcohol screening. Interpersonal Skills : Excellent communication skills, a courteous demeanor, and commitment to fostering a positive school environment. Technical Proficiency : Proficiency with common computer applications, including word processing and shared calendars. Professionalism : Sound judgment, discretion, and the ability to maintain confidentiality and composure under pressure. Reliability : Consistent and punctual attendance; able to prioritize and manage multiple tasks efficiently. Compliance : Adherence to all policies and procedures outlined in the Beauvoir Faculty & Staff Handbook. Flexibility : Willingness to adapt to changing circumstances and work hours, as needed. Cultural Competence : Respect for diverse cultures and backgrounds. Child Protection : Commitment to child safety and well-being. WORKING CONDITIONS (SCHEDULE, PHYSICAL DEMANDS, AND WORK ENVIRONMENT) Physical Demands : Prolonged periods of sitting, standing, walking, climbing stairs, reaching, twisting, turning, kneeling, bending, and stooping. Manual Dexterity : Frequent grasping, repetitive hand movements, and fine motor skills. Physical Strength : Lifting, carrying, pushing, or pulling objects weighing up to 25 pounds.   HOW TO APPLY   Interested candidates should submit a cover letter, resume, and personal statement of educational philosophy addressing math education and differentiation to Anne Marie Desaulniers, Director of Learning Resources, bvrteachingjobs@bvrschool.org . Beauvoir the National Cathedral Elementary School provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. Nothing in this Job Description restricts the School’s right to assign or reassign duties and responsibilities to this position at any time.  This position is at will, which means that either the employee or the School may terminate the relationship at any time, with or without notice and for any reason or no reason. Wed, 13 May 2026 10:14:31 -0400 https://jobs.socialstudies.org/jobs/rss/22273108/upper-school-history-teacher https://jobs.socialstudies.org/jobs/rss/22273108/upper-school-history-teacher Worcester, Massachusetts, SUMMARY DESCRIPTION We are looking for a teacher who is committed to the ideals and joys of teaching Upper School students and who can inspire a love of learning in their students through the development and application of thoughtful, meaningful learning experiences for students. Students work both independently and collaboratively to think, reason, and communicate their thinking orally and in writing. The successful teacher in this role also will understand the value of working cooperatively and collaboratively with adults in a team-based setting as well as have the ability to work independently. We are looking for an educator who embraces a growth mindset for their own professional development and who can help students to do the same.   ESSENTIAL FUNCTIONS AND KEY OBJECTIVES - Teach four sections of History. - Develop units and lessons that support the goals of the Department and the Upper School program. - Support student learning through project-based, multi-modal approaches to teaching and learning. - Maintain discipline in accordance with the student handbook plus team and division agreements. - Provide appropriate feedback on student work and in term reports. - Complete grading, comments, and progress reports in a timely manner. - Serve as the academic and developmental advisor to a small group of upper school students. - Earn 7-13 activity points. - Attend required meetings (team, faculty, department, parent).   ADDITIONAL RESPONSIBILITIES - Maintain classroom and shared spaces as conducive to teaching, learning, and working. - Maintain daily student attendance and adhere to tardiness procedures. - Attend and participate in school trips. - Maintain mature and age-appropriate judgment and boundaries. - Demonstrate a commitment to professional development and integration of new learning into practice. - Follow accident & illness procedures. - Participate in all safety drills, including fire, lockdown, and evacuation. - Represent the school and what it stands for positively at public events, admissions events, community events, development events, etc., some of which take place outside of the regular school day and calendar. - Develop and sustain relationships with colleagues that benefit their students and further one another’s professional growth.  - Special consideration will be given to applicants who are also interested in coaching. EDUCATION - Minimum: Bachelor’s degree in History. - Preferred: Master’s degree in History or in Education (or both).   EXPERIENCE - At least 2-3 years’ experience in teaching History in an academic setting at the Upper School level. - Scaffolding and differentiation of content and skills, including executive functions. - Classroom organization and management. - Innovative and project-based curriculum design and pedagogy. - Multicultural curriculum design and pedagogy.  - Collaborate with colleagues.    KNOWLEDGE, SKILLS AND ABILITIES - Demonstrated ability to prepare cohesive teaching units and daily lesson plans. - Knowledge of best practices in multicultural curriculum and pedagogy. - Demonstrated skill in working with students and colleagues from diverse backgrounds. - Ability to apply best practices for integrating technology into curriculum and pedagogy. - Ability to implement problem-based learning and assessment. - An understanding of the value of working cooperatively and collaboratively with adults in a team-based setting and the ability to do so. - Ability to work independently. - Ability to communicate tactfully, thoughtfully, and in modes appropriate to the audience. - Flexibility.   SUPERVISION RECEIVED - Upper School faculty are supervised in curriculum and pedagogy through the partnership of the Department Chair and the Head of the Upper School. - Upper School faculty are supervised in the execution of critical duties by the Head of the Upper School.   PHYSICAL DEMANDS - Work full-time and maintain regular and predictable attendance. - Ability to move throughout the campus during all weather conditions. - Ability to effectively communicate in person and digitally with faculty, staff, parents, students and external contacts. Wed, 13 May 2026 10:08:40 -0400 https://jobs.socialstudies.org/jobs/rss/22273057/ms-hs-history-teacher https://jobs.socialstudies.org/jobs/rss/22273057/ms-hs-history-teacher Washington, D.C., JOB SUMMARY:    Edmund Burke School, located in Washington DC, seeks a creative, organized, and energetic History teacher who loves working with young people to serve as a member of its faculty beginning in August 2026. This full-time position would include middle and/or high school classes, and advising 6-8 students in the middle or high school. Depending on the skills and interest of the candidate, there may be the possibility for additional responsibilities which would qualify for stipends. The ideal candidate would have teaching experience, a degree in the field, and be committed to ongoing professional development. We are particularly interested in candidates who teach history through a social justice/civic engagement lens. A progressive co-educational day school for grades 6-12, Edmund Burke School emphasizes a student-centered, constructivist approach to education. Committed to building a diverse, multicultural faculty, the school values open-mindedness and collegiality. We expect teachers to run equitable and energetic classes, use innovative, developmentally-appropriate classroom activities and assignments designed to engage a diverse student population, and employ appropriate technology in the classroom. Burke values the ability to use or include multicultural perspectives in classroom instruction, and expects teachers to show patience and foster a respectful, caring community. Candidates should enjoy building curriculum through collaboration with colleagues and take pleasure in the company of adolescents. Teachers at Burke join a lively, dedicated and cooperative school community. In addition, we look for teachers who can enrich Burke’s community outside the classroom, especially by coaching. ESSENTIAL DUTIES AND RESPONSIBILITIES  Teach the equivalent of four full year courses that are intellectually challenging and engaging: for 2026-2027: History 8 (2 sections of Topics in US History); History 10 (2 sections of Modern World History) Provide clear curricular expectations and create assessments that hold students accountable for their learning, and grade students' work fairly and efficiently Serve as a student advisor Chaperone bonding trips and field trips Regularly attend department meetings, team meetings and faculty and staff meetings Respond in a timely and informative way to phone calls and emails, generally within 48 hours Engage in continuing professional development Participate in the duty schedule for teachers Other duties as assigned MINIMUM REQUIREMENTS Education/Experience:  BA in History or a related field; master’s degree preferred Knowledge, Skills, and Abilities:  Excellent communication skills, sound judgment and emotional maturity An affinity for working with adolescents A willingness to learn and improve professionally Personal and professional interest in and knowledge of the discipline being taught Interest in extra-curricular involvement with student A demonstrative commitment to equity and inclusion Familiarity with independent schools and the progressive philosophy *COMPENSATION  The School follows a faculty compensation system based on years of teaching experience. A beginning teacher entering their first year of teaching is slated to earn approximately $62,000 in 2026-27 with each additional year of experience of an incoming teacher equating to roughly $1,000 - $1,500 in additional base compensation. This does not include annual percentage increases approved by the Board of Trustees. Faculty have the opportunity to earn additional stipends for athletic coaching and other co-curricular duties. In addition, all full time employees are eligible for a range of benefits. Part Time teachers earn a pro-rated salary based on this full time calculation. COMMITMENT TO EQUITY AND INCLUSION At Edmund Burke School, we have a longstanding commitment to equity and inclusion. We are dedicated to hiring people of diverse backgrounds and perspectives, and we honor the dignity and worth of all people. We do not discriminate on the basis of race, sex, physical  abilities, sexual orientation, age, religion, national origin, or veteran status. We expect the values and work of prospective candidates to align with our mission on equity and inclusion. The culture of the Edmund Burke School aims to embrace differences, develop sensitivity to the perspectives of others, and prevent isolation of any one group of individuals. Candidates should send a cover letter and resume to employment@burkeschool.org A beginning teacher entering their first year of teaching is slated to earn approximately $60,000 in 2026-27 with each additional year of experience of an incoming teacher equating to roughly $1,000 - $1,500 in additional base compensation. Wed, 13 May 2026 06:38:01 -0400 https://jobs.socialstudies.org/jobs/rss/22270966/assistant-teaching-professor https://jobs.socialstudies.org/jobs/rss/22270966/assistant-teaching-professor MD, Application Instructions:  Apply via Interfolio at:  https://apply.interfolio.com/185944 Department: Mathematics and Statistics For more information visit: https://mathstat.umbc.edu/ Anticipated Start Date: August 2026 About the Position: DUTIES:  Teach 12 credits per semester, primarily at the first and second-year level. Duties include participation in the life and governance of the Department, including service work (e.g., at the department, college, and university levels, as well as with professional organizations), course coordination, and advising. REQUIREMENTS:  Master’s or Ph.D. (Ph.D. preferred) in Mathematics or a related field. Preference for: A successful candidate should have strong teaching experience at the college level, capacity to coordinate multi-section courses, and an aptitude for undergraduate student advising. Candidates are expected to have experience and/or desire to pursue funding for leading-edge educational applications and research. Additionally, they should be prepared to apply innovative pedagogical techniques around encouraging student engagement and assessing learning. LOCATION(S):  1000 Hilltop Circle, MP 422A, Baltimore, MD 21250 SALARY RANGE : $70,000 - $80,000 commensurate with experience. The above salary range represents the University’s good faith and reasonable estimate of the range of possible compensation at the time of posting. Applicants should submit (a) a cover letter; (b) a curriculum vitae that includes any publications; (c) a teaching philosophy statement; (d) a description of scholarly interests and plans; and (e) have at least three letters of recommendation submitted using the Interfolio system:  https://apply.interfolio.com/185944 Screening of Applications Begins: Review of application materials will begin immediately and will continue until the position is filled.    Background Screening Statement: A background check will be required.  Benefits:  UMBC offers a rich benefits package. Benefits offered align with type of position and may be prorated based on hours per week. Paid Leave Tuition Remission Medical, Prescription and Dental Insurance Retirement plans Life and Disability Insurance Professional development opportunities Wellness opportunities & much more See benefits summary for detailed information. 12 Month Faculty Benefits Summary 9 Month Faculty Benefits Summary About UMBC: UMBC, an honors university serving more than 14,000 undergraduates and 2,000 graduate students, is one of two public universities in Maryland to achieve the “doctoral/research university-extensive” Carnegie classification. Located just outside Baltimore and 45 minutes from Washington, DC, the campus is growing rapidly under dynamic leadership. Our UMBC community redefines excellence in higher education through an inclusive culture that connects innovative teaching and learning, research across disciplines, and civic engagement. We will advance knowledge, economic prosperity, and social justice by welcoming and inspiring inquisitive minds from all backgrounds. The successful candidate will join a department with a strong commitment to diversity and inclusive excellence, and will be expected to contribute actively to these efforts ( https://diversity.umbc.edu/). For 16 years in a row UMBC has been recognized as a Great College to Work For !     Equal Opportunity Statement:   UMBC is an Affirmative Action/Equal Opportunity Employer. Applications from women, minority group members, veterans and individuals with disabilities are encouraged to apply. Title IX: As an institution that receives federal financial assistance, UMBC adheres to Title IX and does not discriminate on the basis of sex.  For more information about Title IX and contact information for Title IX Coordinator click here.     Accommodation: If you require a reasonable accommodation for a disability for any part of the employment process, please contact the Human Resources Department at 410-455-2337 or MD TTY Relay Service 1-800-735-2258 between 8:30 a.m. and 4:00 p.m. Monday through Friday.     Tue, 19 May 2026 00:33:00 -0400 https://jobs.socialstudies.org/jobs/rss/22273177/english-history-teacher https://jobs.socialstudies.org/jobs/rss/22273177/english-history-teacher St. George, Virginia, The Opportunity Blue Ridge School is an all-boys, all-boarding college-preparatory school serving 180 students on a 751-acre campus situated along the eastern slope of the Blue Ridge Mountains. Just 20 miles from Charlottesville, Virginia, Blue Ridge School is innovative in its approach to educating young men. Passionate teachers, small classes, strong relationships, and abundant opportunities in athletics and co-curricular activities—paired with a rigorous yet supportive college preparatory curriculum—empower Blue Ridge graduates to thrive in college and beyond. With an average class size of 11 students and a high degree of teacher autonomy, faculty members are able to help each student discover the most effective ways to master course material while challenging them to exceed self-imposed limits and realize their full potential. For the academic year 2026–2027, Blue Ridge School seeks a History/English Teacher to join a collaborative and dynamic faculty. This full-time, 9-month position includes teaching a combination of courses across both the History and English departments. The teaching load will consist of four sections, with specific assignments based on departmental needs and the candidate’s background. Strong preference will be given to candidates with a background in U.S. History or Modern World History and the ability to contribute to both analytical writing instruction and historical inquiry. Opportunities to teach advanced or elective courses in either discipline may be available based on experience and interest. The Ideal Candidate The ideal candidate is a student-centered educator who is collaborative, flexible, and eager to contribute meaningfully to both academic departments and the broader school community. This individual values interdisciplinary teaching and sees the natural connections between historical study and strong reading and writing instruction. Candidates should have: A Bachelor’s degree or higher in History, English, Humanities, or a related field A strong background in U.S. History or Modern World History (preferred) Experience teaching or a demonstrated interest in both history and English instruction A commitment to working with students of diverse academic backgrounds and learning profiles Flexibility, creativity, and a willingness to engage fully in boarding school life Proficiency in integrating technology effectively into the classroom Excellent communication skills with students, families, and colleagues Strong organizational, planning, and critical thinking skills Essential Duties and Responsibilities Teach a combination of History and English courses, including U.S. History or Modern World History and writing-intensive classes Plan, prepare, and deliver engaging, student-centered instruction Develop course syllabi and lesson plans aligned with departmental goals in both disciplines Foster critical thinking, analytical reading, and effective writing across subject areas Guide students in historical inquiry, including analysis of primary and secondary sources Support the development of writing skills in both formal academic and creative formats Establish clear objectives and maintain an organized, supportive classroom environment Use a variety of instructional strategies and resources to meet diverse learning needs Integrate relevant technology to enhance learning Assess student work regularly, providing timely and constructive feedback Track and communicate student progress with students, parents, and colleagues Serve as an advisor, supporting students’ academic and personal growth Maintain classroom discipline in alignment with school expectations Participate in faculty meetings, parent communication, and school-wide initiatives Engage in ongoing professional development Community Responsibilities Participate actively in weekday and weekend duty rotations as part of residential school life Contribute to two seasons of co-curricular programming (athletics or other student activities) Attend and support key campus events, including Registration, Parents Weekend, Alumni Weekend, and other community gatherings Engage in the School’s experiential learning programs, including a willingness to participate in occasional travel and multi-day, off-campus experiences (such as ROPES trips), which may include overnight supervision of students Embrace the expectations of a boarding school environment, including flexibility and a commitment to the full life of the community both on and off campus Why Work at Blue Ridge School? A career at Blue Ridge School offers meaningful work in a stunning natural setting, where faculty play a vital role in shaping the lives of young men from diverse backgrounds. The school fosters a culture of collaboration, innovation, and strong community. Eighty percent of faculty live on campus, with housing provided for many positions. Additional benefits include: Access to fitness facilities and wilderness trails Meals in the dining hall for faculty and their families A comprehensive and competitive benefits package Generous support for professional development and continuing education Structured mentorship and a collegial, growth-oriented faculty culture Qualifications Teaching certification preferred but not required Physical Demands and Working Conditions The role includes a mix of sitting, standing, and movement throughout the day, along with occasional physical activity such as lifting or navigating campus terrain. Work is performed in a school environment with minimal temperature variation and some exposure to typical school-related risks.   Wed, 13 May 2026 11:25:18 -0400 https://jobs.socialstudies.org/jobs/rss/22273291/middle-school-social-sciences-teacher https://jobs.socialstudies.org/jobs/rss/22273291/middle-school-social-sciences-teacher Cary, North Carolina, The individual holding this teaching position is part of a larger faculty team dedicated to working together with students in a highly interactive and collaborative learning environment that inspires inquiry and an enduring love of learning.  Cary Academy teachers are expected to share a passion for their content area(s) in engaging and meaningful ways and to challenge students to relate their learning to other disciplines and to the world in which they live.  They also serve as advisors, contribute to the school’s rich experiential and extracurricular programming, and participate actively in the life of our learning community. CORE RESPONSIBILITIES As a member of the Teaching Faculty: Teach a standard load of classes (typically 4 sections), including curriculum design, materials development, assessment, and feedback to students. Lead and support a group of student advisees, providing academic guidance, nurturing social-emotional connection, and facilitating advisory programming in collaboration with a grade-level advisor team. Develop and facilitate experiential learning opportunities in support of the work of the Center for Community Engagement. Participate in the community life of our school by attending student events and sponsoring clubs and/or other student activities.   As a Cary Academy Employee: Engage actively in the school’s diversity, inclusion, and anti-racism work in all aspects of your professional responsibilities and interactions in furtherance of Cary Academy’s commitment to equity and justice. Attend and actively participate in all required school professional development activities in areas to include, but not limited to, safety and security; diversity, equity, and inclusion; student learning and support; technology; and school operations. Engage authentically in processes of self-reflection and improvement of practice, including full participation in the school’s Professional Growth and Renewal Program . Complete all required administrative and operational tasks and comply with all applicable regulatory requirements and school policies and procedures as articulated in handbooks, operating guides and other school policy and procedure communications and documentation in a responsive and timely manner. Use designated technology assets and platforms as directed by school policies and procedures to allow for secure, effective, and collaborative school operations. Work collaboratively with the Information Services team to research, implement and evaluate technology resources related to position responsibilities. Perform other projects and duties as assigned in support of both divisional and school operations and initiatives.   Wed, 13 May 2026 15:12:40 -0400 https://jobs.socialstudies.org/jobs/rss/22270965/assistant-professor-of-music https://jobs.socialstudies.org/jobs/rss/22270965/assistant-professor-of-music MD, Application Instructions:  Apply via Interfolio at:  https://apply.interfolio.com/186049 Department: Music For more information visit:  https://music.umbc.edu/ Anticipated Start Date: August 17, 2026 About the Position: The Department of Music at UMBC seeks an Assistant Professor (full-time, tenure track) in Cello and Contemporary Performance, to begin August 17, 2026. The position is responsible for teaching applied cello chamber music, new music, and improvisation. The individual will be expected to conduct research and creative activity in areas aligned with performance and contemporary music practices as well as perform regularly with the department’s ensemble-in-residence, Ruckus. Active participation in UMBC’s LiveWire festival and other departmental events and initiatives is expected.  The successful applicant will possess a DMA in Music or a Master’s degree with equivalent performance experience. We welcome candidates who may have expertise in musics of other cultural traditions that reflect the candidate’s areas of interest and abilities. A secondary research area is not required, but may include composition, conducting, or music history or theory. Applicants who demonstrate a commitment to diversity and inclusion by way of teaching, performing, publishing, or volunteer experiences are urged to apply. The applicant should send a current CV; a cover letter detailing qualifications and addressing the candidate’s academic, professional, and teaching preparedness; links to up to 15 minutes of music; and current contact information for three references. Additionally, all candidates must submit a separate statement addressing their capacity to respond in pedagogically productive ways to the learning needs of students from diverse backgrounds with specific examples. Additional materials may be requested at a later date. Please apply via interfolio:  https://apply.interfolio.com/186049 Salary Range: $80,000 - $86,000 commensurate with experience. The above salary range represents the University’s good faith and reasonable estimate of the range of possible compensation at the time of posting. Screening of Applications Begins: Review of application materials will begin June 16, 2026  and will continue until the position is filled.    Background Screening Statement: A background check will be required.  Benefits:  UMBC offers a rich benefits package. Benefits offered align with type of position and may be prorated based on hours per week. Paid Leave Tuition Remission Medical, Prescription and Dental Insurance Retirement plans Life and Disability Insurance Professional development opportunities Wellness opportunities & much more See benefits summary for detailed information. 12 Month Faculty Benefits Summary 9 Month Faculty Benefits Summary About UMBC: UMBC, an honors university serving more than 14,000 undergraduates and 2,000 graduate students, is one of two public universities in Maryland to achieve the “doctoral/research university-extensive” Carnegie classification. Located just outside Baltimore and 45 minutes from Washington, DC, the campus is growing rapidly under dynamic leadership. Our UMBC community redefines excellence in higher education through an inclusive culture that connects innovative teaching and learning, research across disciplines, and civic engagement. We will advance knowledge, economic prosperity, and social justice by welcoming and inspiring inquisitive minds from all backgrounds. The successful candidate will join a department with a strong commitment to diversity and inclusive excellence, and will be expected to contribute actively to these efforts ( https://diversity.umbc.edu/). For 16 years in a row UMBC has been recognized as a Great College to Work For !     Equal Opportunity Statement:   UMBC is an Affirmative Action/Equal Opportunity Employer. Applications from women, minority group members, veterans and individuals with disabilities are encouraged to apply. Title IX: As an institution that receives federal financial assistance, UMBC adheres to Title IX and does not discriminate on the basis of sex.  For more information about Title IX and contact information for Title IX Coordinator click here.     Accommodation: If you require a reasonable accommodation for a disability for any part of the employment process, please contact the Human Resources Department at 410-455-2337 or MD TTY Relay Service 1-800-735-2258 between 8:30 a.m. and 4:00 p.m. Monday through Friday.     Tue, 19 May 2026 00:33:00 -0400 https://jobs.socialstudies.org/jobs/rss/22273294/science-teacher-engineering-and-physics https://jobs.socialstudies.org/jobs/rss/22273294/science-teacher-engineering-and-physics South Hamilton , Massachusetts, Pingree School is a dynamic and aspirational, independent, all-gender day school on the North Shore of Boston, located on a beautiful 100-acre campus in South Hamilton, where approximately 385 students in grades 9 through 12 solve problems, build community, and learn how to learn. Pingree School empowers every community member to pursue knowledge with courage and imagination, thrive in joy and challenge, and create a more just and equitable world. Committed to developing global citizens, Pingree actively seeks faculty, staff and students of character and intelligence from varied social, ethnic, and socio-economic backgrounds. Pingree School seeks an experienced physics and engineering teacher to serve as a member of the science department beginning with the 2026-2027 academic year.  Primary responsibilities include: Teaching four sections of science to include standard level physics, APEX (advanced) Engineering, and single trimester engineering electives.   The ideal candidate will have engineering experience either as a teacher or professional engineer and be excited to design APEX Engineering curriculum that challenges and engages students at the most advanced level of the program. Participating in science department meetings and contributing to departmental projects and initiatives, while demonstrating a strong willingness to collaborate with colleagues and engage in curriculum development. Coaching and and/or supervising two seasons in our cocurricular program. While not a requirement of the role, experience with robotics will be an advantage.  Serving as an advisor and participating in the life of the school community. We seek educators who will build upon Pingree’s forward looking curriculum design, emphasis on the practical application of the sciences, and commitment to making connections to civic engagement and social justice.  The successful candidate will have knowledge of and passion for science and a strong foundational background in physics and engineering coupled with an appreciation for problem-based, student centered pedagogy that emphasizes the development of young people to be global stewards and scientific thinkers. In a small department such as Pingree’s, the successful candidate will have a wide range of teaching abilities, experiences and enthusiasm for current trends in the field and a strong willingness to collaborate with other members of the department and engage in curriculum development. They will be committed to and enjoy working with adolescents in all areas of school life, be open to exploring collaborative, experiential and interdisciplinary teaching opportunities, possess excellent written and verbal communication skills, and demonstrate a commitment to equity and inclusion. We seek candidates who will extend student learning to our maker space and who will be forward thinking about connecting science to other disciplines. The successful candidate should have experience at the secondary level or equivalent in a related area or field.  A bachelor degree is required and a master’s degree and some teaching experience is preferred.  The salary range for this position is $65,000 - $110,000 annually. An individual’s placement within this range is based on work experience, education credentials, and cocurricular responsibilities. To apply for the position, please submit a cover letter, resume, and contact information for two professional references to Careers@pingree.org . Pingree School is proud to be an Equal Opportunity Employer.  The school does not discriminate against applicants or employees on the basis of their race, sex, pregnancy or pregnancy-related condition, color, religion, national origin, age, ancestry, sexual orientation, disability, gender identity or expression, veteran or active military status, genetics or any other category protected by state, federal or local law. Wed, 13 May 2026 15:24:26 -0400 https://jobs.socialstudies.org/jobs/rss/22273173/english-history-teacher https://jobs.socialstudies.org/jobs/rss/22273173/english-history-teacher St. George, Virginia, The Opportunity Blue Ridge School is an all-boys, all-boarding college-preparatory school serving 180 students on a 751-acre campus situated along the eastern slope of the Blue Ridge Mountains. Just 20 miles from Charlottesville, Virginia, Blue Ridge School is innovative in its approach to educating young men. Passionate teachers, small classes, strong relationships, and abundant opportunities in athletics and co-curricular activities—paired with a rigorous yet supportive college preparatory curriculum—empower Blue Ridge graduates to thrive in college and beyond. With an average class size of 11 students and a high degree of teacher autonomy, faculty members are able to help each student discover the most effective ways to master course material while challenging them to exceed self-imposed limits and realize their full potential. For the academic year 2026–2027, Blue Ridge School seeks a History/English Teacher to join a collaborative and dynamic faculty. This full-time, 9-month position includes teaching a combination of courses across both the History and English departments. The teaching load will consist of four sections, with specific assignments based on departmental needs and the candidate’s background. Strong preference will be given to candidates with a background in U.S. History or Modern World History and the ability to contribute to both analytical writing instruction and historical inquiry. Opportunities to teach advanced or elective courses in either discipline may be available based on experience and interest. The Ideal Candidate The ideal candidate is a student-centered educator who is collaborative, flexible, and eager to contribute meaningfully to both academic departments and the broader school community. This individual values interdisciplinary teaching and sees the natural connections between historical study and strong reading and writing instruction. Candidates should have: A Bachelor’s degree or higher in History, English, Humanities, or a related field A strong background in U.S. History or Modern World History (preferred) Experience teaching or a demonstrated interest in both history and English instruction A commitment to working with students of diverse academic backgrounds and learning profiles Flexibility, creativity, and a willingness to engage fully in boarding school life Proficiency in integrating technology effectively into the classroom Excellent communication skills with students, families, and colleagues Strong organizational, planning, and critical thinking skills Essential Duties and Responsibilities Teach a combination of History and English courses, including U.S. History or Modern World History and writing-intensive classes Plan, prepare, and deliver engaging, student-centered instruction Develop course syllabi and lesson plans aligned with departmental goals in both disciplines Foster critical thinking, analytical reading, and effective writing across subject areas Guide students in historical inquiry, including analysis of primary and secondary sources Support the development of writing skills in both formal academic and creative formats Establish clear objectives and maintain an organized, supportive classroom environment Use a variety of instructional strategies and resources to meet diverse learning needs Integrate relevant technology to enhance learning Assess student work regularly, providing timely and constructive feedback Track and communicate student progress with students, parents, and colleagues Serve as an advisor, supporting students’ academic and personal growth Maintain classroom discipline in alignment with school expectations Participate in faculty meetings, parent communication, and school-wide initiatives Engage in ongoing professional development Community Responsibilities Participate actively in weekday and weekend duty rotations as part of residential school life Contribute to two seasons of co-curricular programming (athletics or other student activities) Attend and support key campus events, including Registration, Parents Weekend, Alumni Weekend, and other community gatherings Engage in the School’s experiential learning programs, including a willingness to participate in occasional travel and multi-day, off-campus experiences (such as ROPES trips), which may include overnight supervision of students Embrace the expectations of a boarding school environment, including flexibility and a commitment to the full life of the community both on and off campus Why Work at Blue Ridge School? A career at Blue Ridge School offers meaningful work in a stunning natural setting, where faculty play a vital role in shaping the lives of young men from diverse backgrounds. The school fosters a culture of collaboration, innovation, and strong community. Eighty percent of faculty live on campus, with housing provided for many positions. Additional benefits include: Access to fitness facilities and wilderness trails Meals in the dining hall for faculty and their families A comprehensive and competitive benefits package Generous support for professional development and continuing education Structured mentorship and a collegial, growth-oriented faculty culture Qualifications Teaching certification preferred but not required Physical Demands and Working Conditions The role includes a mix of sitting, standing, and movement throughout the day, along with occasional physical activity such as lifting or navigating campus terrain. Work is performed in a school environment with minimal temperature variation and some exposure to typical school-related risks.   Wed, 13 May 2026 11:20:05 -0400 https://jobs.socialstudies.org/jobs/rss/22273292/high-school-english-social-sciences https://jobs.socialstudies.org/jobs/rss/22273292/high-school-english-social-sciences Cary, North Carolina, We are seeking an accomplished, imaginative, team-oriented and equity-minded educator to teach a combination of English and World History courses in our Upper School.  The individual holding this teaching position is part of a larger faculty team dedicated to working together with students in a highly interactive and collaborative learning environment that inspires inquiry and an enduring love of learning.  Cary Academy teachers are expected to share a passion for their content area(s) in engaging and meaningful ways and to challenge students to relate their learning to other disciplines and to the world in which they live. CORE RESPONSIBILITIES As a member of the Teaching Faculty: Teach a standard load of classes (typically 4 sections), including curriculum design, materials development, assessment, and feedback to students. Lead and support a group of student advisees, providing academic guidance, nurturing social-emotional connection, and facilitating advisory programming in collaboration with a grade-level advisor team. Develop and facilitate experiential learning opportunities in support of the work of the Center for Community Engagement. Participate in the community life of our school by attending student events and sponsoring clubs and/or other student activities.   As a Cary Academy Employee: Engage actively in the school’s diversity, inclusion, and anti-racism work in all aspects of your professional responsibilities and interactions in furtherance of Cary Academy’s commitment to equity and justice. Attend and actively participate in all required school professional development activities in areas to include, but not limited to, safety and security; diversity, equity, and inclusion; student learning and support; technology; and school operations. Engage authentically in processes of self-reflection and improvement of practice, including full participation in the school’s Professional Growth and Renewal Program . Complete all required administrative and operational tasks and comply with all applicable regulatory requirements and school policies and procedures as articulated in handbooks, operating guides and other school policy and procedure communications and documentation in a responsive and timely manner. Use designated technology assets and platforms as directed by school policies and procedures to allow for secure, effective, and collaborative school operations. Work collaboratively with the Information Services team to research, implement and evaluate technology resources related to position responsibilities. Perform other projects and duties as assigned in support of both divisional and school operations and initiatives.   Wed, 13 May 2026 15:15:13 -0400 https://jobs.socialstudies.org/jobs/rss/22273312/high-school-mpx-humanities-teacher https://jobs.socialstudies.org/jobs/rss/22273312/high-school-mpx-humanities-teacher Honolulu, Hawaii, Salary Range : $54,630 – $114,862 annually based on degree and student contact hours JOB SUMMARY Requires an experienced, student-centered, and innovative Humanities teacher for project-based instruction both within and outside the Mid-Pacific Exploratory Program (MPX).  Teachers are responsible for covering core concepts from two traditional disciplines during one longer, double-scheduled period through a problem/project-based learning approach. Specific teaching assignments will include teaching MPX Humanities ( which encompasses both Language Arts and Social Studies) courses and various high school courses, depending on experience. Essential to this role is the ability to utilize all resources available to establish a cooperative relationship with parents, colleagues, administrators, and community members to support each student's opportunity to learn and grow in educational and life experiences. This position includes active participation in the school's operation to support our unwavering commitment to the principles of deeper learning. This position reports to the Middle and High School Assistant Principal for Academics.   ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.  Design authentic, experiential, and interdisciplinary experiences for students, including project- and/or challenge-based learning strategies. Formulate questions that motivate students to learn independently and in collaborative groups. Work with community organizations to leverage student learning and create real-world applications and audiences for student work. Incorporate educational technology into lesson design to enhance student learning. Teach competencies and skills using standards set by the MPX department, school, and external examining bodies. Incorporate differentiation and varied strategies to meet the needs of a range of learners. Instruct students using a wide range of student-centered strategies, aligning with the vision and mission of the school. Collaborate with other members of the department in developing and updating the MPX curriculum and assessment practices. Prepare and administer formative and summative assessments of students’ deeper learning according to the Mid-Pacific Assessment Guidelines . Record and post student grades electronically in a timely manner. Maintain effective classroom management, liaising with deans and parents as necessary. Participate in faculty and departmental meetings and attend professional development workshops and educational conferences. Maintain effective and prompt communication with parents and guardians as needed. Carry out all homeroom / advisory responsibilities. Determine budget needs and purchase equipment and materials for courses taught. Regular and predictable attendance at work. Other duties may be assigned. QUALIFICATIONS AND EXPERIENCE Requires a Bachelor’s degree in Language Arts, History, or a related Humanities field from an accredited university or college, and at least two years of teaching experience.  Experience in student-centered curriculum design, incorporating project-based learning is preferred. Wed, 13 May 2026 15:48:25 -0400 https://jobs.socialstudies.org/jobs/rss/22270815/middle-school-science-teacher https://jobs.socialstudies.org/jobs/rss/22270815/middle-school-science-teacher St. Louis, Missouri, The Whitfield School, an innovative educational institution for students in grades 6-12, announces an opening for a Middle School Science Teacher. We are seeking individuals who actively engage with—and learn from—colleagues on a daily basis, are energized by the opportunity to co-create an equitable and inclusive environment for a diverse student body, and consistently apply research-based best practices in their classrooms. This position will begin in August 2026.  The Whitfield School Science Department develops the scientific literacy of all students by focusing on laboratory experiences, skills development, project-based learning, and authentic problem-solving.  Typical responsibilities include the following:  Teach a full load of Middle School Integrated Science (earth, life, chemical and physical science). Specific courses to be determined based on experience and expertise of candidates. Additional background in sustainability, engineering, or computer science is a plus. Advise students as part of the Middle School Advisory Program Meet with students during “Academic Lab” time to provide additional support, individualized feedback, and opportunities for extension Serve as an advisor to student-led clubs and activities Collaborate with departmental peers on curricular design, project-based learning experiences, and experiential education Collaborate with grade level team to foster a community of kindness, trust, and belonging Work professionally and cooperatively within the department, the School, and the broader Whitfield community   In addition to demonstrating a passion for this work, ideal candidates will have the following qualifications: Bachelor’s or Master’s degree in Science Education, Biology, Physics, Chemistry, Environmental Science, Engineering, or related field Two to three years of experience helping middle or upper school students build essential skills as experiential learners, problem solvers, and young scientists Pedagogical alignment with Whitfield’s approach to experiential learning Experience in designing and developing science curricula that creates hands-on opportunities for learning Background in and commitment to supporting the cognitive and social-emotional growth of adolescents  Background in and commitment to culturally responsive teaching Strong interpersonal, organizational, and communication (oral and written) abilities Demonstrated ability to collaborate with colleagues A strong desire to participate in the whole life of the school Proficient computer skills, including familiarity with Google suite and Microsoft Office suite Interested candidates should submit the Whitfield Application for Employment form ( click here ) which includes submitting two PDF files through the application:  Cover letter as introduction to search committee Resume detailing experiences and qualifications Questions about the position can be directed to the Director of Middle School, Dr. Trevon R. Jones, trevon.jones@whitfieldschool.org. Whitfield actively seeks to forward the equity and diversity of our community in our admissions, programming, policies, and hiring. We do not discriminate on the basis of race or color, religion, age, nationality, ethnicity, economic background, disability status, protected veteran status, sex, gender identity or expression, or sexual orientation. The Whitfield School is an equal opportunity employer and we encourage all candidates to apply. Tue, 12 May 2026 16:41:58 -0400 https://jobs.socialstudies.org/jobs/rss/22270564/middle-school-creative-applied-technologies-teacher-grades-6-8 https://jobs.socialstudies.org/jobs/rss/22270564/middle-school-creative-applied-technologies-teacher-grades-6-8 Greenwich, Connecticut,       ? ?   ? ? ?       The Greenwich Country Day School is an independent, co-educational day school with a current enrollment of over 1400 students in grades N-12, and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The High School (9-12,) established in 2019, is located less than two miles away on the Stanwich Road campus. Founded in 1926, GCDS is a school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students’ interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose. GCDS is fortunate to have built a large endowment that helps to fund competitive salaries and benefits, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds. Greenwich Country Day School seeks a Computer Science Teacher, Grades 6-8, to start in August 2026. The Creative Applied Technologies Teacher is a dynamic, student-centered educator responsible for cultivating a culture of creative, interdisciplinary, and purpose-driven learning through computer science and technology education for students in grades 6–8. This role centers on helping students use technology as a tool for innovation, design, problem-solving, storytelling, collaboration, and social impact. The ideal candidate is a creative technologist, facilitator, and mentor who brings both structure and playfulness to the classroom. They foster student agency while supporting the developmental needs of middle school learners, helping students move from passive users of technology to intentional creators, computational thinkers, collaborators, innovators, and changemakers. The successful candidate will join a collaborative, forward-thinking team committed to authentic, project-based learning. Diversity is a core value at GCDS, and we seek candidates who demonstrate a commitment to equity and inclusion. Candidates from underrepresented backgrounds are encouraged to apply. GCDS is pleased to offer transportation support and accommodations, as needed, along with an introduction to the local area, for those candidates who travel from outside of the region for on-campus employment interviews. Responsibilities Include: Teach software programming and hardware courses while demonstrating the importance of writing efficient and effective code Teach technical and ethical dimensions of computer science and its applications Support students in fulfilling their maximum potential in mastering course content and assessing student achievement Provide a consistent critique of the efficacy of the existing curriculum as well as an awareness of the changing needs of the industry Maintain competency  in programming languages and computer technologies Pursue professional development in the computer science education field Provide significant office hours availability to students Attend staff and departmental meetings Communication with parents, students, and colleagues Collaborative work with colleagues on grade level, subject area, and interdisciplinary faculty teams Contribution toward athletic or co-curricular programming in addition to classroom role Instructional Leadership & Curriculum Design Design and deliver a computer science and applied technology curriculum for grades 6–8 that emphasizes creativity, inquiry, innovation, and real-world application Teach foundational and applied computer science concepts through engaging, project-based learning experiences Develop interdisciplinary projects in partnership with Science, Math, Humanities, Arts, and Maker faculty that connect technology skills to authentic problems and creative expression Create learning experiences that encourage students to identify community needs, empathize with users, and design innovative solutions through a lens of social entrepreneurship and responsible innovation Facilitate learning experiences involving areas such as: Coding and computational thinking Robotics and automation Digital design and media creation Game design and interactive storytelling Artificial intelligence and emerging technologies Data literacy and systems thinking Emphasize processes of ideation, prototyping, testing, debugging, iteration, reflection, and presentation Create opportunities for students to: Take intellectual and creative risks Troubleshoot and adapt ideas Collaborate and communicate effectively Connect projects to personal interests and real-world issues Develop solutions that demonstrate empathy, ethical thinking, and innovation Scaffold projects appropriately for middle school learners, balancing open-ended exploration with clear structures and expectations Support students in documenting, presenting, and reflecting on their learning and growth Technology Learning Environment Maintain a flexible, organized, and student-centered technology learning environment Manage classroom technology, devices, software, and digital tools Troubleshoot technical issues and support students in developing independence and confidence with technology Teach and model responsible digital citizenship, ethical technology use, online safety, and respect for intellectual property Foster classroom systems that balance creativity, collaboration, accountability, and productive risk-taking Student Learning & Engagement Foster a culture of initiative and ownership where students pursue ideas, experiment, and adapt based on feedback Cultivate collaboration and peer learning, encouraging students to teach, support, and inspire one another Encourage creativity, exploration, and self-expression through technology-rich experiences Guide students through iterative problem-solving and debugging processes Support students in building conceptual understanding by applying computational thinking across disciplines and contexts Help students see themselves as innovators and changemakers who can use technology to positively impact their communities Build strong relationships with students, creating a classroom culture that is engaging, inclusive, and responsive to a wide range of developmental needs Community & Program Development Lead extracurricular opportunities such as coding clubs, robotics teams, esports, entrepreneurship challenges, hackathons, or technology showcases Organize exhibitions and demonstrations of student work that highlight creativity, innovation, collaboration, and growth Collaborate with colleagues to strengthen interdisciplinary and experiential learning opportunities across the school Build partnerships with local organizations, businesses, entrepreneurs, or community groups when appropriate to create authentic learning opportunities Communicate effectively with families about student growth in both technical skills and learning dispositions Contribute to the ongoing development of a cohesive K–12 technology and innovation program Required Qualifications Bachelor’s degree in Computer Science, Education, Instructional Technology, Digital Media, Engineering, or a related field Minimum of 3 years teaching experience, preferably middle school Experience teaching computer science, coding, robotics, digital media, or related technology fields Strong ability to design engaging, interdisciplinary, project-based learning experiences Excellent communication, collaboration, and classroom management skills Preferred Qualifications Experience with programming languages and platforms appropriate for middle school learners (e.g., Scratch, Python, JavaScript, robotics platforms, web design tools) Experience with design thinking, project-based learning, entrepreneurship education, or innovation-focused instruction Teaching certification and/or relevant technical certifications Background in creative technology, innovation education, digital arts, entrepreneurship, or emerging technologies Core Competencies Facilitation of Learning: Guides student-driven inquiry, experimentation, and reflection Creative Technology Integration: Uses technology as a medium for creativity, innovation, and communication Interdisciplinary Design: Connects computer science to real-world contexts and other academic disciplines Project-Based Instruction: Designs authentic learning experiences that emphasize collaboration, iteration, and impact Innovation & Entrepreneurial Thinking: Encourages students to identify problems, develop ideas, and create meaningful solutions Learning-Centered Mindset: Values growth, experimentation, and curiosity over perfection Inclusive Community Building: Creates a classroom culture where all students feel empowered to contribute and create Mindset & Dispositions Demonstrates an inexhaustible sense of humor, patience, and flexibility—essential for working with middle school learners Brings energy, warmth, and enthusiasm to the classroom while maintaining clear expectations Embraces a growth mindset and models resilience, curiosity, and adaptability for students Thrives in a fast-paced, creative, and collaborative environment Believes all students can become confident creators, innovators, and problem-solvers through technology Values empathy, ethical thinking, and community impact alongside technical skill development Team-oriented and eager to contribute to a growing and evolving program   Interested candidates are invited to use the link provided to send a cover letter and resume to: Raquel Salcedo, Director of Recruiting & Talent ? Wed, 13 May 2026 12:45:18 -0400 https://jobs.socialstudies.org/jobs/rss/22270590/lower-school-teacher-3rd-grade https://jobs.socialstudies.org/jobs/rss/22270590/lower-school-teacher-3rd-grade Baton Rouge, Louisiana, The Episcopal School of Baton Rouge seeks a caring and innovative Lower School Teacher for the 2026-2027 academic year to work with third-grade students. Episcopal’s Lower School is a community of teachers who embrace the whole-child educational philosophy, helping students develop a deeper understanding of the world around them, as well as academic skills, physical, social, and emotional skills, and an understanding of their responsibility to their community through a variety of instructional methods. This position is a full-time, ten-month position with an annual renewal beginning on July 31st, 2026. Description of School Episcopal School of Baton Rouge, a college preparatory educational community of approximately 950 students and approximately 170 professionals, includes grades PreK-3 through 12 that embraces the whole-child educational philosophy. As an Episcopal school, Episcopal School of Baton Rouge was created to be a diverse institution of educational and human development for all persons, regardless of origin, background, ability, or religion. We are created to “strive for justice and peace among all people and [to] respect the dignity of every human being.”  Episcopal is known for its academic performance, for its attention to the spiritual lives of its students, and for offering a wide range of opportunities for student education and development. Opportunities to excel in academics, arts, athletics, service, and community leadership characterize the school’s program. General Duties Teach third-grade classes; develop and lead effective, creative, and developmentally appropriate lessons that are student-centered, meet students where they are, and incorporate a variety of instructional methods, including project-based learning.  Work collaboratively with other teachers within the same grade level to plan and implement lessons and with administrators and Lower School faculty to ensure proper vertical alignment of content and skills. Evaluate student learning through a variety of assessments and communicate student progress to administrators, students, and families. Attend scheduled faculty/division/department meetings. Participate in professional development.  Perform additional faculty duties assigned, including, but not limited to, supervising students during carpool, lunch, recess, and so forth. Our School Mission As a ministry of the Episcopal Diocese of Louisiana, Episcopal School of Baton Rouge nurtures and develops the whole child -- spiritually, intellectually, morally, physically, and artistically -- through challenging academic and co-curricular programs that prepare our graduates for college and for purposeful lives.   Our Episcopal Identity Episcopal schools are Christian communities whose missions integrate spiritual formation into all aspects of the educational experience in a graceful and inclusive way. Even the most diverse of Episcopal schools are created to be communities that honor, celebrate and worship God as the center of life. We are created to be models of God’s love and grace. We are created to serve God in Christ in all persons, regardless of origin, background, ability, or religion. We are created to “strive for justice and peace among all people and [to] respect the dignity of every human being.”    Episcopal schools have been established, however, not solely as communities for Christians, like a parish church, but as diverse institutions of educational and human development for people of all faiths and backgrounds. Episcopal schools are populated by a rich variety of human beings, from increasingly diverse religious, cultural, and economic backgrounds. By weaving the principles of meaningful school worship, rich community life, foundational religious education, and striving for social justice into the very fabric of the school’s overall life, Episcopal schools ensure that we challenge all who attend our schools to build lives of genuine meaning, purpose, and service in the world they will inherit.   Submission Information Episcopal will offer a competitive salary and benefits for this position. Digital applications are preferred and welcomed at https://www.episcopalbr.org/discover-episcopal/careers or can be emailed to steeles@ehsbr.org . Please include an employment application , cover letter, resume, and a copy of transcripts. Application materials can also be sent to Attn: Employment, Episcopal School of Baton Rouge, 3200 Woodland Ridge Blvd., Baton Rouge, LA 70816.   Episcopal School of Baton Rouge is an equal opportunity employer dedicated to a policy of nondiscrimination in employment upon any basis, including race, color, religion, sex, gender identity, sexual orientation, pregnancy, status as a parent, national origin, age, disability, genetic information, political affiliation, or military service. Personal and Professional Characteristics and Experiences A Bachelor’s or Master’s Degree in Elementary Education and/or certification in Elementary Education is required.  Appreciation for and understanding of the developmental characteristics of this age group. Understands the importance of nurturing social-emotional development in young children. Dedication to creating a welcoming and inclusive Episcopal school community. Creativity in lesson design that balances content, skill, and student self-direction through the use of a variety of instructional methods, including project-based learning. Experience with Singapore Math, Reading and Writing Workshop, and project-based learning is preferred. Collaborative spirit when working with colleagues within the same grade level and across grade levels. Excellent classroom management skills that promote a positive classroom environment. Familiarity with Responsive Classroom is a plus. An ability to communicate clearly and with appropriate empathy to students, parents, and colleagues Strong organizational skills, ability to juggle many responsibilities, and adaptability to change. Familiarity with technology or the ability and desire to learn about technology for lesson design, lesson implementation, and recording student progress.  Embraces the whole-child educational philosophy and puts students third. Tue, 12 May 2026 11:25:33 -0400 https://jobs.socialstudies.org/jobs/rss/22270586/upper-school-spanish-language-teacher https://jobs.socialstudies.org/jobs/rss/22270586/upper-school-spanish-language-teacher Baton Rouge, Louisiana, The Episcopal School of Baton Rouge seeks a Spanish Language Teacher to work with Upper School Spanish Language students in 9th-12th grade for the 2026-2027 academic year. Depending on the teaching load, the Upper School teacher may also teach Level II Spanish courses in Middle School. The Upper School Spanish Language Teacher is an integral part of the Upper School and Global and Social Studies Department, a community of teachers who embrace the whole-child educational philosophy and who help students develop a greater global perspective and understanding of other cultures. This position is a ten-month full-time position beginning July 31st, 2026 with an annual renewal.  Description of School Episcopal School of Baton Rouge, a college preparatory educational community of approximately 950 students and approximately 170 professionals, includes grades PreK-3 through 12 that embraces the whole-child educational philosophy. As an Episcopal school, Episcopal School of Baton Rouge was created to be a diverse institution of educational and human development for all persons, regardless of origin, background, ability, or religion. We are created to “strive for justice and peace among all people and [to] respect the dignity of every human being.”  Episcopal is known for its academic performance, for its attention to the spiritual lives of its students, and for offering a wide range of opportunities for student education and development. Opportunities to excel in academics, arts, athletics, service, and community leadership characterize the school’s program. General Duties Teach Spanish language classes to upper-school-aged students with a focus on developing listening, reading, writing, and speaking Spanish language skills and an appreciation for and understanding of Hispanophone cultures. Provide engaging and effective instruction that is student-centered, meets students where they are, and incorporates a variety of instructional methods including project-based learning and the incorporation of educational technology. Evaluate student learning through a variety of assessments and communicate student progress to administrators, students, and families. Collaborate with other members of the Global and Social Studies Department to ensure proper vertical alignment in the Spanish curriculum and evolve the Spanish language program. Collaborate with other Upper School faculty to develop cross-curricular connections. Attend scheduled faculty/division/department meetings Participate in professional development  Perform additional faculty duties assigned including, but not limited to supervising students during carpool, lunch, advisory, recess, and so forth.   Our School Mission As a ministry of the Episcopal Diocese of Louisiana, Episcopal School of Baton Rouge nurtures and develops the whole child -- spiritually, intellectually, morally, physically, and artistically -- through challenging academic and co-curricular programs which prepare our graduates for college and for purposeful lives.   Our Episcopal Identity Episcopal schools are Christian communities whose missions integrate spiritual formation into all aspects of the educational experience in a graceful and inclusive way. Even the most diverse of Episcopal schools are created to be communities that honor, celebrate and worship God as the center of life. We are created to be models of God’s love and grace. We are created to serve God in Christ in all persons, regardless of origin, background, ability, or religion. We are created to “strive for justice and peace among all people and [to] respect the dignity of every human being.”    Episcopal schools have been established, however, not solely as communities for Christians, like a parish church, but as diverse institutions of educational and human development for people of all faiths and backgrounds. Episcopal schools are populated by a rich variety of human beings, from increasingly diverse religious, cultural, and economic backgrounds. By weaving the principles of meaningful school worship, rich community life, foundational religious education, and striving for social justice into the very fabric of the school’s overall life, Episcopal schools ensure that we challenge all who attend our schools to build lives of genuine meaning, purpose and service in the world they will inherit.   Submission Information Episcopal will offer a competitive salary and benefits for this position. Digital applications are preferred and welcomed at https://www.episcopalbr.org/discover-episcopal/careers or can be emailed to steeles@ehsbr.org . Please include an employment application , cover letter, resume, and copy of transcripts. Application materials can also be sent to Attn: Employment, Episcopal School of Baton Rouge, 3200 Woodland Ridge Blvd., Baton Rouge, LA 70816. Episcopal School of Baton Rouge is an equal opportunity employer dedicated to a policy of nondiscrimination in employment upon any basis, including race, color, religion, sex, gender identity, sexual orientation, pregnancy, status as a parent, national origin, age, disability, genetic information, political affiliation or military service. Personal and Professional Characteristics and Experiences A Bachelor’s or Master’s Degree in Spanish Language, certification to teach Spanish at the secondary level, or a native speaker with a Bachelor’s degree is required. Ability to meet the learning needs of students through differentiated instruction. Creativity in lesson design that balances content, skill, and student self-direction through the use of a variety of instructional methods. Appreciation for and understanding of upper school-aged children and an ability to develop positive relationships with students. Excellent classroom management skills that promote a positive classroom environment. Familiarity with technology or ability and desire to learn about technology for delivering and grading assignments, lesson design, lesson implementation, and recording student progress. An ability to communicate clearly and with appropriate empathy to students, parents, and colleagues. Collaborative spirit when working with colleagues within the same department across grade levels and within the same grade level across departments. Strong organizational skills. Embraces the whole-child educational philosophy and seeks to help students develop in all aspects. Tue, 12 May 2026 11:17:29 -0400 https://jobs.socialstudies.org/jobs/rss/22270277/sr-custodian-5116c-facilities-services-78535 https://jobs.socialstudies.org/jobs/rss/22270277/sr-custodian-5116c-facilities-services-78535 Berkeley, California, Sr Custodian (5116C), Facilities Services - 78535 About Berkeley At the University of California, Berkeley, we are dedicated to fostering a community where everyone feels welcome and can thrive. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff. As a world-leading institution, Berkeley is known for its academic and research excellence, public mission, diverse student body, and commitment to equity and social justice. Since our founding in 1868, we have driven innovation, creating global intellectual, economic and social value. We are looking for applicants who reflect California's diversity and want to be part of an inclusive, equity-focused community that views education as a matter of social justice. Please consider whether your values align with our Guiding Values and Principles , Principles of Community , and Strategic Plan . At UC Berkeley, we believe that learning is a fundamental part of working, and provide space for supportive colleague communities via numerous employee resource groups (staff organizations). Our goal is for everyone on the Berkeley campus to feel supported and equipped to realize their full potential. We actively support this by providing all of our full-time staff employees with at least 80 hours (10 days) of paid time per year to engage in professional development activities. Find out more about how you can grow your career at UC Berkeley. Departmental Overview Facilities Services works to continuously improve the campus in partnership with all members of the University community to ensure that classrooms, laboratories, and offices support teaching, learning and research. Through the efforts of over 400 dedicated staff members and serving over 10M building square feet and 1100 acres, Facilities Services includes the asset management program, custodial services, maintenance operations, engineering and technical services, environmental services, grounds operations, the Cal Zero Waste program. Position Summary The primary responsibility of the Custodial Service Organization is to maintain the campus buildings at a clean and sanitary level. The Custodial staff members report directly to the Supervisor. The position is responsible for maintaining the appearance and cleanliness of specific areas using approved products, methods and frequencies which have been approved by the Custodial Supervisor and Manager. Application Review Date The First Review Date for this job is: 06/10/2025. Responsibilities Senior CUSTODIAL DUTIES Provide quality customer service during each interaction with internal and external customers. In offices, lounges, student common areas, lobbies, laboratories, hallways, stairwells, walkways, outside steps, terraces, balconies, trash, kitchenettes, and other designated areas: Dust, wipe, and clean moldings, windowsills, handrails, door tracks, radiators, furniture, inside windows on all floors and outside windows on ground floor levels, and other designated areas. Sweep, mop, and clean floors and stairwells. Strip or scrub floors using buffers, auto scrubbers, and other designated equipment. Vacuum, sweep, shampoo, and spot-clean rugs, carpet and other materials. Clean, polish furniture. Clean kitchen appliances. Cleans and disinfects restrooms including toilets, urinals, sinks and fixtures. Restock paper products and soap and removes used products. Clean and disinfect shower stalls; urinals and toilets; wash basins/sinks; mirrors, frames and shelves; painted and/or glass walls, partitions and doors; windows; locker fronts; ceiling, light covers and vents. Pick up trash and debris. Clean and empty wastebaskets and other receptacles. Performs all duties in accordance with university Zero Waste and Sustainability initiatives. Dust, wipe, and clean moldings, windowsills, handrails, door tracks, radiators, furniture, inside windows on all floors and outside windows on ground floor levels, and other designated areas. Occasionally cleans up water and debris due to leaks and floods with wet pick up vacuums. Remove and transfer compost and recycling items to central location. Clear minor drain stoppages. Report damage and maintenance repair needs. Sweep outside buildings. MAINTENANCE AND OPERATION OF EQUIPMENT Perform basic maintenance and safety inspections of custodial equipment including, but is not limited to: vacuum cleaners, buffers, pressure washing equipment, wet/dry vacuums, floor scrubbing and/or polishing machines. Set up, operate and dismantle a full range of cleaning equipment. EVENT SET UP Set-ups: Move, set up and take down folding/stationary tables weighing up to 40 lbs.; arrange chairs and other furniture; clean rooms; follow check list for set-up arrangements and amenities to be provided on the tables. Clean chalk/white boards and rails. SECURITY Secures areas as required, such as entrance and office doors. SAFETY Adhere to all university and departmental safety guidelines. Attend job-related and safety training as required. MISCELLANEOUS Perform other duties as assigned. Required Qualifications Six (6) months of experience working as a professional custodian. Knowledge of cleaning products and methods used to maintain different types of floor surfaces (tile, wood, cement, carpet). Knowledge of healthy and safe work practices, personal protective equipment (PPEs), and SDS sheets. Ability to lift up to 25 lb. and move up to 100 lb. Ability to learn and practice security procedures related to unlocking/locking/securing of buildings and keys. Basic English skills (reading, writing, listening, speaking), including ability to read documents, SDS and warning labels in English. Ability to comprehend technical and safety documentation and follow oral and written instructions related to the use of position-related equipment, tools, and the safe use of chemicals. Ability to communicate clearly and convey information effectively in person, radio, etc. Ability to gain basic understanding/knowledge of University environment, mission, and operational needs. Ability to work with minimum of supervision in isolated areas, or in a building with heavy customer traffic. Basic skill to evaluate, trouble-shoot inquiries, establish priorities, follow plans and complete goals/objectives. Ability to maintain respectful, civil, professional, and customer-friendly behavior. Excellent customer service skills, which include ability to take customer requests in customer-friendly manner and follow through. Ability to work within a team environment. IIPP Statement Works in a safe and responsible manner while not putting self or others at risk. This includes complying with applicable policies and regulations; using personal safety gear; observing warning signs; learning about potential hazards; and reporting unsafe conditions. Preferred Qualifications Custodial experience in a college/university, hotel, hospital or property management. Salary & Benefits For information on the comprehensive benefits package offered by the University, please visit the University of California's Compensation & Benefits website. Under California law, the University of California, Berkeley is required to provide a reasonable estimate of the compensation range for this role and should not offer a salary outside of the range posted in this job announcement. This range takes into account the wide range of factors that are considered in making compensation decisions including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, analysis of internal equity, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience. The budgeted hourly rate that the University reasonably expects to pay for this position is $25.14 (Step 4). This is a full-time, Career position that is eligible for full UC benefits. This is a non-exempt, bi-weekly paid position. How to Apply To apply, please submit your resume and cover letter. Other Information This position is governed by the terms and conditions in the agreement for the Service Unit (SX) between the University of California and the American Federation of State, County and Municipal Employees (AFSCME). The current bargaining agreement manual can be found at: http://ucnet.universityofcalifornia.edu/labor/bargaining-units/sx/index.html This is not a visa opportunity. This recruitment has 6 openings. Conviction History Background This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check. Physical Exam Employment is contingent upon passing a physical exam. SB 791 and AB 810 Misconduct Disclosure Requirement : As a condition of employment, the final candidate who accepts a conditional offer of employment will be required to disclose if they have been subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct; received notice of any allegations or are currently the subject of any administrative or disciplinary proceedings involving misconduct; have left a position after receiving notice of allegations or while under investigation in an administrative or disciplinary proceeding involving misconduct; or have filed an appeal of a finding of misconduct with a previous employer. 'Misconduct' means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. For reference, below are UC's policies addressing some forms of misconduct: UC Sexual Violence and Sexual Harassment Policy UC Anti-Discrimination Policy Abusive Conduct in the Workplace Equal Employment Opportunity The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law. To apply, visit https://careerspub.universityofcalifornia.edu/psc/ucb/EMPLOYEE/HRMS/c/HRS_HRAM_FL.HRS_CG_SEARCH_FL.GBL?Page=HRS_APP_JBPST_FL&JobOpeningId=78535&PostingSeq=1&SiteId=21&languageCd=ENG&FOCUS=Applicant Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-d7f48e4d15c557489d58b9152151f6c3 Tue, 19 May 2026 02:36:02 -0400 https://jobs.socialstudies.org/jobs/rss/22270548/associate-teacher-ethical-culture https://jobs.socialstudies.org/jobs/rss/22270548/associate-teacher-ethical-culture New York , New York, Who we are? Ethical Culture Fieldston School is a progressive PreK-12 independent school that has been serving students from throughout New York City and the surrounding suburbs since 1878. ECFS offers a rich curriculum in the arts, sciences, and humanities. A co-ed, nonsectarian school, it serves an inclusive community of about 1,700 students on two campuses -- one in the Riverdale section of the Bronx and the other in Manhattan. Ethical Culture School, located on the Upper West Side at 63rd Street and Central Park West, is comprised of approximately 450 students Pre-K through 5th Grade and 80 faculty members. What is essential about working at our school? The Ethical Culture Fieldston School has a long history of inclusion and belonging deeply rooted in our mission and the educational philosophy of our founder, Felix Adler. We embrace all aspects of an individual, including their ancestry, family, identity, culture, and beliefs. We affirm both our differences and commonalities and strive to balance individuality and community. In keeping with our progressive tradition, we are dedicated to increasing our students’ cultural literacy to help them understand multiple perspectives and see the world beyond the self.  We expect members of our community to engage in open dialogue about living and learning in an inclusive environment inside and outside the classroom. We see this work, with its creative tensions, as a catalyst for individual and collective growth. On a daily basis, we are committed to making this vision of a democratic, pluralistic, and progressive school a reality.  Position Summary Ethical Culture Fieldston School is looking for Associate Teachers to work at our Ethical Culture division in Manhattan in 1st through 3rd grade classrooms. Employment as an Associate Teacher is limited to a three-year program that provides current Master’s degree candidates and recent Master’s program graduates the opportunity to learn under a seasoned classroom teacher and gain some hands-on experience in the classroom. Throughout an associate teacher’s time at ECFS, they will receive mentoring and experiences to prepare them for the work of a head teacher. We are seeking Associate Teachers for the 26/27 school year, which begins September 1, 2026. The hiring salary for this position is $60,209. Please note that this is an onsite role and not performed remotely. Ethical Culture Fieldston School retains its right to modify job duties in accordance with changing operational needs. Responsibilities Specific responsibilities of  the Associate Teacher will include: Being responsible for teaching language arts, math, and social studies under the direction of the head teacher; Having a collaborative approach with other colleagues, including sharing resources and communicating about curriculum and students; Preparing for and communicating details about student performance and growth with parents and/or guardians at scheduled conference as needed; Appropriately addressing student behavioral issues and other challenges that may arise in the classroom in order to maintain a safe environment and a sense of calm in such situations; Maintaining accurate student record keeping including grades and attendance; Providing encouragement to students to help support their social and emotional growth;  Ensuring confidentiality of student information as necessary; Attending all departmental, divisional, and school-wide meetings; Maintaining compliance with all school policies, state regulations, and educational standards; and Assisting with recess supervision, bus duty and transitioning students between classes; Performing other related projects and duties as needed and assigned.   Position Requirements The successful incumbent will possess: A Bachelor's Degree, currently pursuing a Master’s in Education; A demonstrated commitment to social justice education and a passion for working with young children; A passion for teaching with a pleasant and positive demeanor toward all forms of teaching and learning; The ability to collaborate and build strong relationships with faculty, administrators, students, parents, and the overall community;  An understanding and commitment to cultural competency and fostering an inclusive environment that supports students of all backgrounds; Excellent verbal, written, and oral communication skills;  A positive attitude and the ability to listen effectively and be receptive to feedback;  The ability to manage time effectively, stay organized, and prioritize required tasks;  A commitment to engaging in ongoing professional development and proficiency in utilizing and learning new technologies ( i.e. , Google Workspace tools);  Reliability, punctuality, and consistent attendance; and The ability to cultivate a welcoming culture in which all members of our community feel valued and appreciated. To Apply All candidates should visit our employment page at www.ecfs.org to apply. Please send a resume, and contact information for three references. EEO ECFS is an equal opportunity employer. We seek to be a welcoming community of professionals that broadly reflects the people of the metropolitan New York City area, our students, and families. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race, color, religion or religious practices, sex, gender identity or expression, sexual orientation, citizenship status, national origin, age, ability status, military status, unemployment status or any other category protected by applicable local, state, or federal laws. We are committed to hiring practices that ensure all candidates are given fair consideration in alignment with our institutional mission and goals.  Tue, 12 May 2026 10:25:56 -0400 https://jobs.socialstudies.org/jobs/rss/22270184/professor-of-practice-television-radio-film https://jobs.socialstudies.org/jobs/rss/22270184/professor-of-practice-television-radio-film Syracuse, New York, Professor of Practice - Television, Radio & Film Location: Syracuse, NY Pay Range: $80,00 - $82,516 Pay Determination: Salary offers at Syracuse University will be based on education, experience, and relevant skills, as well as the academic or professional discipline of the position in the context of the home department, school, or college. Salary offers may also be influenced by prior relevant work or industry experience, where applicable. Faculty pay ranges are for 8.5 months salary unless otherwise specified. FLSA Status: Exempt Hours: As determined by department chair and associate dean. Job Type: Full Time Rank: Professor of Practice Campus: Unionized Position Code: Not Applicable Job Description: The S.I. Newhouse School of Public Communications at Syracuse University invites applications for a fulltime, Professor of Practice in the Television, Radio & Film (TRF) Department, starting August 17, 2026. The successful candidate will teach entertainment business and innovation/entrepreneurship courses for the department's two business tracks of study: Executive Track Innovations and Entrepreneurship Track This faculty member will play a key role in creating curricula and student experiences that keep the Newhouse School at the crest of trends in entertainment media business. Qualifications: Bachelors degree or higher is required for this rank. Job Specific Qualifications: At Syracuse University, Professors of Practice are distinguished professional practitioners whose presence on campus and in the classroom connects the University community to valuable expertise and professional networks. To be a successful professor of practice candidate, the applicant must: Demonstrate distinguished professional accomplishment in an area of entertainment business practice and a clear potential for continuing impact in the entertainment media industry. Candidates will have prior teaching experience at the university level. Should be able to demonstrate development or mentorship of young people in educational or professional settings. Exhibits mastery of entertainment business subject matters based on distinguished professional experience, specifically in the areas of new media business models, the creator economy, new media strategies, and entrepreneurship in the media space. Demonstrate credibility in the field of entertainment business that positions them as a sought-after expert or authority in the field and brings national visibility to the Newhouse School and Syracuse University. Demonstrate the capacity for service-the non-teaching, non-research duties that contribute to the functioning and governance of the academic institution and the broader professional community. The school expects a variety of service duties, including academic and career advising of undergraduate and graduate students; school and university committee service; and community engagement, etc. Excellence in service requires that candidates can demonstrate they are good team players as the strength of the school lies in interconnectedness of faculty, staff and students. Responsibilities: Ideal candidates will demonstrate: A record of excellence in teaching and curriculum design at the university level and/or a record of mentorship or training of young people in a professional environment Deep expertise in entertainment business, particularly in: Emerging media business models The creator economy Media innovation and strategy Entrepreneurship in the media space National visibility or leadership within the entertainment business industry Strong collegiality and commitment to service, including student advising, committee work, and community/professional engagement Teaching responsibilities include six courses per academic year. Courses may include: Introductory surveys of the entertainment industry Advanced TV/media business Media innovation and entrepreneurship Entertainment business capstone Additional topics reflecting emerging trends in the industry Additional expectations: Classroom-to-industry connections that create professional opportunities/experiences for students Foster cross-departmental and interdisciplinary collaboration Support course development across main, NYC, LA, and international programs Build relationships with leading entertainment companies Enhance the Schools national and global reputation Help keep faculty informed on business trends and innovations Physical Requirements: Not Applicable Tools/Equipment: Not Applicable Application Instructions: Applicants must submit the following documents for consideration: 1) Curriculum Vitae/Resume 2) Cover Letter that addresses the following: a) teaching/mentorship philosophy and experience, whether in classroom or professional settings; b) how you will create a classroom environment that is welcoming to all; c) how you will stay connected to industry for the benefit of students, as is expected for Professors of Practice 3) List of at least three references with knowledge of your work 4) Optional: Professional/creative work samples For more information contact Professor Tula Goenka, Search Committee Chair, S.I. Newhouse School of Public Communications, Syracuse University. Email: tgoenka@syr.edu About the Newhouse School The S.I. Newhouse School of Public Communications at Syracuse University trains the next generation of communications leaders, preparing students to not only enter a rapidly changing media industry, but to shape its future. Called one of the 'very best schools' in its field by the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC) in an April 2023 reaccreditation report, Newhouse has been lauded for providing an excellent educational experience due to its outstanding students, faculty, staff, leadership and facilities, as well as financial stability and a deep curriculum. The Newhouse School is committed to expanding academic excellence through research and creative activity, as well as community engagement and professional opportunities to help students develop their skill set outside the classroom. Newhouse is home to approximately 2,100 undergraduates, 200 residential masters degree students, 200 online masters degree students and 15 doctoral degree students. They are among the best in the country, having secured a place in the class through a highly competitive admissions process. The typical admitted first-year student has a 3.9 GPA. The schools 250,000-square-foot, three-building complex is a leading-edge learning environment where students are exposed to top-notch tools and technologies used by professionals in the field. Features include Dick Clark Studios, a high-tech entertainment production facility that rivals many Hollywood studios; the Diane and Bob Miron Digital News Center, complete with a contemporary news set, a virtual studio that accommodates green screen production and state-of-the-art lighting systems and cameras; the Alan Gerry Center for Media Innovation, a creative hub where Newhouse expertise in content development and production meets the latest media technology and programming trends; the Emerging Insights Lab, a state-of-the-art social media command center; and the Collaborative Media Room, home to the student-produced multimedia news site, The NewsHouse. To learn more about the Newhouse School, visit https://newhouse.syracuse.edu . About Syracuse University: Syracuse University is a private, international research university with distinctive academics, diversely unique offerings, and an undeniable spirit. Located in the geographic heart of New York State, with a global footprint, and over 150 years of history, Syracuse University offers a quintessential college experience. The scope of Syracuse University is a testament to its strengths: a pioneering history dating back to 1870; a choice of more than 200 majors, 100 minors, and 200 advanced degree programs offered across the Universitys 13 schools and colleges; over 15,000 undergraduates and over 6,000 graduate students; more than a quarter of a million alumni in 160 countries; and a student population from all 50 U.S. states and 123 countries. For more information, please visit http://www.syracuse.edu. About the Syracuse area: Syracuse is a medium-sized city situated in the geographic center of New York State approximately 250 miles northwest of New York City. The metro-area population totals approximately 500,000. The area offers a low cost of living and provides many social, cultural, and recreational options, including parks, museums, festivals, professional regional theater, and premier shopping venues. Syracuse and Central New York present a wide range of seasonal recreation and attractions ranging from water skiing and snow skiing, hiking in the Adirondacks, touring the historic sites, visiting wineries along the Finger Lakes, and biking on trails along the Erie Canal. Application Deadline: 06/30/2026 To apply, visit https://www.sujobopps.com/postings/112968 Syracuse University is an equal-opportunity institution. The University prohibits discrimination and harassment based on race, color, creed, religion, sex, gender, national origin, citizenship, ethnicity, marital status, age, disability, sexual orientation, gender identity and gender expression, veteran status, or any other status protected by applicable law to the extent prohibited by law. This nondiscrimination policy covers admissions, employment, and access to and treatment in University programs, services, and activities. Syracuse University has a long history of engaging veterans and the military-connected community through its educational programs, community outreach, and employment programs. After World War II, Syracuse University welcomed more than 10,000 returning veterans to our campus, and those veterans literally transformed Syracuse University into the national research institution it is today. The Universitys contemporary commitment to veterans builds on this historical legacy, and extends to both class-leading initiatives focused on making an SU degree accessible and affordable to the post-9/11 generation of veterans, and also programs designed to position Syracuse University as the employer of choice for military veterans, members of the Guard and Reserve, and military family members. Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-801940514e14fa429d196647ee7a5a9a Tue, 19 May 2026 02:29:56 -0400 https://jobs.socialstudies.org/jobs/rss/22270516/head-men-s-lacrosse-coach https://jobs.socialstudies.org/jobs/rss/22270516/head-men-s-lacrosse-coach Mount Berry, Georgia, Berry College is seeking an enthusiastic, experienced head coach for our men's lacrosse program who has a passion for developing student-athletes and a deep commitment to fostering a strong, supportive team culture. If you are an inspiring leader who thrives on building academic and athletic success, creating a positive and inclusive environment, and mentoring student-athletes both on and off the field, we invite you to join our vibrant community. This is an incredible opportunity to shape the future of our programs while making a meaningful impact on the lives of student-athletes! ABOUT BERRY MEN'S LACROSSE The Berry College men's lacrosse program was started in 2011. Berry College is an NCAA Division III program with membership in the Southern Athletic Association (SAA). The men's lacrosse program has found success academically and athletically since the inaugural season. To learn more about our programs, please visit https://berryvikings.com/index.aspx. This is a unique opportunity to join a strong athletic department with multiple ranked teams. The ideal candidate will have proven success as a coach in recruiting, teaching, and mentoring top student-athletes to compete for conference championships. RESPONSIBILITIES: The candidate is expected to be a champion for the college's mission and culture. The candidate is expected to nurture a collaborative team environment, be a positive teammate with cross-campus partners, and be a key supporter of campus wellness activities. A leader committed to student academic achievement, athletic success, and student involvement in the life of the campus. At Berry, our athletics program is built on three core pillars: academic success, student-athlete well-being, and competitive excellence. Coaches are expected to uphold these pillars by fostering an environment that prioritizes academic achievement, supports the mental and physical well-being of student-athletes, and provides teams with the coaching, preparation, and resources needed to compete at a high level. As part of Berry College's commitment to educating the head, heart, and hands, faculty and staff are expected to serve as mentors to the students under their care. Coaches play a key role in this mentorship by fostering growth, leadership, integrity, and accountability within their teams. The candidate will demonstrate an understanding of and commitment to education, Division III athletics, and an appreciation for and commitment to the NCAA, Southern Athletic Association (SAA), and institutional culture. Along with coaching responsibilities, the candidate will be assigned administrative responsibilities in the Department of Athletics. The candidate will have experience in creating campus and community support for the men's lacrosse team and its athletes, in addition to continuing to build upon the tradition of competitive athletic programs. Bachelor's degree required; Master's degree preferred. Previous coaching on the NCAA Division III collegiate level is preferred. CERTIFICATIONS:  CPR/AED & First Aid certifications required within the first 60 days.   Additional Information:   ABOUT BERRY COLLEGE Berry is a selective independent college of 2,200 students located adjacent to Rome, GA, midway between Atlanta, GA, and Chattanooga, TN. Berry's educational approach deliberately unites challenging academic programs with practical work experience in a residential campus community that encourages faith and emphasizes caring for the needs of others above self. Our  mission and values  are grounded in the ethic that our founder instilled more than a century ago: " We educate the head, heart, and hands - to inspire leaders of integrity who cultivate thriving communities . By combining academic exploration with meaningful work responsibilities in a residential setting, our approach emphasizes firsthand experience and mentoring. We invest in the personal growth and professional preparation of talented students from varied backgrounds, with an enduring commitment to help those hindered by financial need. Guided by Christian principles, we value the dignity of individuals, the search for truth tempered with grace, and the well-being of our neighbors." Nationally recognized for the quality of learning and quality of life, Berry offers first-rate undergraduate degree programs in the sciences, humanities, arts, and human sciences, as well as undergraduate- and master's-level opportunities in business, physician associate studies, and teacher education. The College's stunning 27,000-acre campus affords opportunities that cannot be duplicated elsewhere. Berry's ongoing commitment is to provide exceptional educational experiences to talented students from a wide range of social, racial, and economic backgrounds. COLLEGE COMMITMENTS Berry College is committed to recruiting and supporting a diverse faculty and staff. An Equal Opportunity Institution, Berry complies with all applicable laws and provisions prohibiting discrimination in its educational and employment policies. Berry respects the essential dignity of all individuals and accordingly hires and promotes employees without regard to matters of personal identity such as race, ethnicity, religion, gender, sexual orientation, and political affiliation. Berry College is committed to ensuring facilities, programs, services, and activities are accessible to everyone, including those seeking employment at Berry College. Inquiries about interviews or workplace accommodations are welcomed and can be directed to  employment@berry.edu  or (706) 233-4062.   Application Instructions:   Applicants should submit an application, resume, and the contact information for three professional references. Review of applications will begin immediately and continue until a qualified individual has been hired. No phone calls or emails will be accepted. Berry College is an equal opportunity employer. For ADA Accommodations, please reach out to our ADA Coordinator at VTTY 706-233-4062.       Tue, 12 May 2026 09:32:56 -0400 https://jobs.socialstudies.org/jobs/rss/22270754/history-faculty-position https://jobs.socialstudies.org/jobs/rss/22270754/history-faculty-position West Roxbury, Massachusetts, Catholic Memorial is looking for an experienced and skilled secondary school educator who has a passion about History Experience and skills in curriculum development, classroom management, and pedagogy are a must. Faculty members must have sufficient energy, enthusiasm, and commitment to excel in this fast-paced school setting. Value is placed on a faculty member with the desire and skill to use best practices in educating boys. Catholic Memorial encourages faculty members to engage in the larger school community by overseeing clubs and activities, attending school retreats, leading solidarity and immersion trips, and coaching athletic teams. Faculty members are encouraged to engage in all aspects of the school community. Responsibilities include: Teach five sections of History Oversee and manage a daily homeroom Guide and mentor young men in their academic, social, spiritual, and social dimensions of their life All Catholic Memorial Educators: Are Mission Driven They: demonstrate a commitment to the mission of Catholic display a passion for educating adolescent boys and taking seriously the formative and transformative nature of working with this age group. are mindful of the privilege to serve in a faith-based integrating with intention the Essential Elements of a Christian Brothers demonstrate their service exhibit their overt pride in being a member of Catholic Are Professional by: exhibiting a personal and communal understanding of their role and responsibilities exhibiting effective time management skills related to a range of activities from being on time to prompt return of student work valuing collegiality participating actively in department, grade level, and other faculty meetings welcoming interdisciplinary discussion seeking collaborative opportunities actively both within and across disciplines exhibiting a high degree of common sense demonstrating self-reflection and critical practice accepting professional criticism as encouraging professional growth and development demonstrating dependability and accountability demonstrating flexibility and adaptability demonstrating effective communication skills demonstrating empathy Engage in Scholarship by: displaying a genuine love for his or her vocation modeling intellectual depth through professional development opportunities, continuing education, and pursuit of personal int teaching with intellectual depth and providing gateways for students into deeper levels of thinking demonstrating passion for his or her subject matter Are Pedagogically Skillful by: approaching teaching as a craft making effective use of course and student management systems (e.g., syllabi, grade books, etc.) demonstrating a willingness to take positive and creative risks with an emphasis on KBL being open to student voice’s influence on pedagogy showing a concern for the “whole student” and the development of young boys into good men using strategies that meet students where they are using strategies to spark student interest and draw out student talent\ expressing a personal touch to engage students investing time in learning and experimenting with new pedagogical techniques and strategies supporting the needs of a diverse student body monitoring struggling students and working with guidance to support them making themselves available for extra help holding students accountable for behavior Tue, 12 May 2026 15:29:52 -0400 https://jobs.socialstudies.org/jobs/rss/22270490/director-of-mission https://jobs.socialstudies.org/jobs/rss/22270490/director-of-mission Wilmington, Delaware, Department:                Administration Supervisor:                  President Status:                          Full-Time, 12 months POSITION OVERVEW Ursuline Academy’s Director of Mission serves to honor the school’s legacy by fully integrating the mission, identity, core values, and heritage across our campus and curriculum while fostering global connections, and advancing strategic initiatives. Serves as a member of the Academy’s Leadership Team. SPECIFIC DUTIES:  Collaborates across all departments to make the school’s Catholic, Ursuline mission a lived reality Leads the design and implementation of a comprehensive program of mission-focused formation for all members of the the school community Implements activities and events related to the school’s Catholic, Ursuline identity, mission, and heritage Oversees the Assistant Director of Mission and Global Education in developing programming for students, faculty, and staff (liturgies, student retreats, service learning, opportunities for prayer and faith formation) Participates actively in the Ursuline Education Foundation mission integration gatherings, with Ursuline Education Network activities and events, and The Ursuline Sisters of the Eastern and Central Provinces Works with the President and key leadership team members to lead the Ursuline Identity Assessment and accreditation processes in preparing required reports and documents Serves as the Staff liaison to the Board of Trustees Heritage and Mission committee Acts as a resource for the school, Alumnae, Board of Trustees, Parent Association, and others as needed regarding information on St. Angela Merici, St. Ursula, the Ursulines of the Roman Union, Catholic Church teachings, Ursuline Academy Wilmington school history and the Ursuline Education Foundation Designs and facilitates orientation of the Academy’s Ursuline identity for employees new to Ursuline Provides spiritual counseling to students, faculty, and staff and offers a supportive presence and pastoral care in times of need Coordinates resources a develops the Ursuline Archives to further highlight the Ursuline history and heritage across multiple platforms; including a focus on telling the Ursuline story through social and print media Acts as Ursuline’s liaison to the Diocese of Wilmington Partners with the Assistant Director of Mission and Global Education to build and strengthen Ursuline’s global education programming including the management of domestic and international connectedness to other Ursuline network schools Increases student and faculty knowledge on issues of multiculturalism through the lens of the Ursuline Global Network Expands opportunities for domestic and international travel by developing and cultivating strong relationships with Ursuline sister schools around the world, including overseeing host and study abroad programs, creating and managing itineraries, recruiting students, etc. Identifies areas of curriculum and instructional activities that can be infused with a global perspective, including arranging workshops and speakers for the benefit of students and the wider community Teaches, advises, or moderates classes or clubs relating to mission and global education as needed Coordinates the global education diploma and Capstone program in conjunction with the Dean of Studies, Counseling Department and Assistant Director of Heritage and Mission Accepts additional responsibilities as directed by the President QUALIFICATIONS: Practicing Roman Catholic with a strong knowledge of Church theology and an appreciation and understanding of Ursuline spirituality and mission Bachelor’s degree in Education, Theology, or related field; Master’s degree preferred 7-10 years of related experience Understanding and commitment to the principles of Catholic social teaching Experience with or passion for global education Strong interpersonal and communication skills, including presentation, listening and observational skills  Excellent organizational, prioritization, and time management skills including the ability to plan and manage projects  Strong analytical and problem-solving skills Ability to work effectively with students, teachers, parents, volunteers and school administration from diverse backgrounds  Ability to navigate challenging situations with discretion and diplomacy Ability to work independently as well as collaboratively in a team environment  Passion for bettering the lives of students  Willingness to be an active, enthusiastic member of the Ursuline community Ability to maintain confidentiality at all times regarding the Ursuline community Tue, 12 May 2026 08:43:14 -0400 https://jobs.socialstudies.org/jobs/rss/22270748/assistant-coach-equestrian https://jobs.socialstudies.org/jobs/rss/22270748/assistant-coach-equestrian Savannah, Georgia, As an assistant equestrian coach, you will attend athletic department, student services, and staff meetings. You will participate in team shows when requested or teach at home while the head coach is traveling. Responsibilities include assisting with all SCAD athletic paperwork, updating rosters, and encouraging all athletes to complete their media forms. Among other duties, you will review student grades, organize all aspects of tryouts, and categorize new student rider levels and history. Additional responsibilities include lesson eligibility form completion, student status verification before add/drop week, and the organization of student lesson schedules. You will also verify, track, and update Intercollegiate Horse Shows Association (IHSA) and American National Riding Commission (ANRC) eligibility for the fall and winter quarters. In this role, you will act as head coach for SCAD Summer Seminar sessions, provide private lessons for students and clients as needed, and organize tours of equestrian facilities. You will manage team sports information and social media, travel to all horse shows — including approximately 16 different events throughout the season — and attend team yoga training sessions when available. Responsibilities include the organization of scheduled horse workout times, the identification of needs and requests, and the oversight of vaccination and maintenance procedure records. Among other duties, you will assist with training team and client horses and liaise with veterinarians and grooms on horses' rehabilitation to track progress. This includes oversight of weekly care charts and maintenance data. In this position, you will organize all aspects of the Tournament of Champions and SCAD’s participation in IHSA horse shows. You will source specific show prizes and competition ribbons for all 32 classes in the show, organize show set up — including equipment assignment (e.g., saddles, saddle pads, leg bandages, and boots) — and copy all courses designed for competition into digital formats. Important aspects of this position involve the maintenance of horse information sheets and schedules for competitors and handlers. You will also ensure that all post-competition horse care is completed. Among other duties, you will coordinate show and event results, register all team members through the intercollegiate website with individual signatures, and research and print new student riding histories, including recognized show records. As an assistant coach, you will assist with all organization aspects of ANRC shows and reach out to industry professionals to acquire additional show horses as needed. You will arrange the shipping of horses to competition locations and finalize all travel details, including team hotels, cars, and air travel, for recruitment and events. Among other duties, you will book charter buses and order team lunches with specific dietary restrictions. Additionally, you will review all eligibility requirements, assist with fundraising, and liaise with student referrals and the SCAD Giving department. In tandem with the embroidery/screen printing company, you will ensure the quality of team logos and will then order competition shirts through top line show companies. In this role, you will also source, order, and organize the team clothing inventory. This includes caps, workout shirts, polo shirts, leggings, three-quarter zips, shorts, long sleeve training shirts, zip-ups, and winter jackets. Orders for belts and practice shirts will be placed specifically to reputable equestrian wear companies. You will maintain the organization of show coats, organized by size, and ensure they are signed out at each competition. Additionally, you will ensure all 63 SCAD-owned horses are outfitted for students to ride, including bridles, saddles, martingales, blinders, girths, half-pads, gel pads, leg bandages, and leg boots. Minimum qualifications: 10 years of riding experience Excellent interpersonal skills with athletes Preferred qualifications: Budget management experience High school and college competition experience Travel required: Less than 10% Work hours:?The university work week is Sunday through Saturday. Most offices are open Monday through Friday 8:30 a.m. to 5:30 p.m. To accommodate business needs, employees may be assigned to other workdays and/or hours, including weekends and evenings. ADA tag: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements and minimum qualifications listed are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions and/or meet the minimum qualifications.? Tue, 12 May 2026 15:22:47 -0400 https://jobs.socialstudies.org/jobs/rss/22267781/upper-school-mathematics-teacher https://jobs.socialstudies.org/jobs/rss/22267781/upper-school-mathematics-teacher Baton Rouge, Louisiana, The Episcopal School of Baton Rouge seeks a creative and engaging Upper School Math Teacher for the 2026-2027 academic year to work with 9th-12th-grade students. The Upper School Math Teacher is an integral part of the Upper School and the Math Department, a team of educators that embraces the whole-child educational philosophy and seeks to help students develop the conceptual understanding and procedural fluency necessary to excel in mathematics and to apply math in other fields. The Upper School Math Teacher will likely teach Algebra I and Algebra II, but assigned courses may change depending on the candidate's experience and skills, and may include teaching Geometry, Precalculus, and/or higher-level math courses and electives. This position is a ten-month full-time position with an annual renewal. The position begins on July 31st, 2026. Description of School Episcopal School of Baton Rouge, a college preparatory educational community of approximately 950 students and approximately 170 professionals, includes grades PreK-3 through 12 that embraces the whole-child educational philosophy. As an Episcopal school, the Episcopal School of Baton Rouge was created to be a diverse institution of educational and human development for all persons, regardless of origin, background, ability, or religion. Episcopal is known for its academic performance, for its attention to the spiritual lives of its students, and for offering a wide range of opportunities for student education and development. Opportunities to excel in academics, arts, athletics, service, and community leadership characterize the school’s program. General Duties Teach math courses to 9th-12th grade students with a focus on helping students develop a strong conceptual and procedural understanding of the topics, as well as critical thinking and analytical skills. Provide engaging and effective instruction that is student-centered, meets students where they are, and incorporates a variety of instructional methods. Develop lessons that make effective use of longer class periods, incorporating multiple learning activities in each lesson. Evaluate student learning through a variety of assessments, including formative assessments, to be in tune with students’ progress and communicate that progress to administrators, students, and families. Collaborate with other members of the Math Department to ensure proper vertical and horizontal alignment and to meet current and future student needs. Collaborate with other Upper School faculty to develop cross-curricular connections. Attend scheduled faculty/division/department meetings. Participate in professional development.  Perform additional faculty duties assigned, including, but not limited to, supervising students during carpool, being an Upper School advisor, and so forth.   Our School Mission As a ministry of the Episcopal Diocese of Louisiana, Episcopal School of Baton Rouge nurtures and develops the whole child -- spiritually, intellectually, morally, physically, and artistically -- through challenging academic and co-curricular programs which prepare our graduates for college and for purposeful lives.   Our Episcopal Identity Episcopal schools are Christian communities whose missions integrate spiritual formation into all aspects of the educational experience in a graceful and inclusive way. Even the most diverse of Episcopal schools are created to be communities that honor, celebrate and worship God as the center of life. We are created to be models of God’s love and grace. We are created to serve God in Christ in all persons, regardless of origin, background, ability, or religion. We are created to “strive for justice and peace among all people and [to] respect the dignity of every human being.”    Episcopal schools have been established, however, not solely as communities for Christians, like a parish church, but as diverse institutions of educational and human development for people of all faiths and backgrounds. Episcopal schools are populated by a rich variety of human beings, from increasingly diverse religious, cultural, and economic backgrounds. By weaving the principles of meaningful school worship, rich community life, foundational religious education, and striving for social justice into the very fabric of the school’s overall life, Episcopal schools ensure that we challenge all who attend our schools to build lives of genuine meaning, purpose, and service in the world they will inherit.   Submission Information Episcopal will offer a competitive salary and benefits for this position. Digital applications are preferred and welcomed at https://www.episcopalbr.org/discover-episcopal/careers or can be emailed to steeles@ehsbr.org . Please include an employment application , cover letter, resume, and copy of transcripts. Application materials can also be sent to Attn: Employment, Episcopal School of Baton Rouge, 3200 Woodland Ridge Blvd., Baton Rouge, LA 70816. Episcopal School of Baton Rouge is an equal opportunity employer dedicated to a policy of nondiscrimination in employment upon any basis, including race, color, religion, sex, gender identity, sexual orientation, pregnancy, status as a parent, national origin, age, disability, genetic information, political affiliation or military service. Personal and Professional Characteristics and Experiences A Bachelor’s Degree in Mathematics, Mathematics Education, or a related field, or certification to teach Mathematics at the secondary level is required.  At least three years of experience teaching Upper School Mathematics is preferred. Ability to meet the learning needs of students through differentiated instruction. Creativity in lesson design that balances content, skill, and student self-direction through the use of a variety of instructional methods. Appreciation for and understanding of Upper School-aged students. Excellent classroom management skills that promote a positive classroom environment. Familiarity with technology or the ability and desire to learn about technology for lesson design, lesson implementation, and recording student progress.  Familiarity with the TI-series calculators and an ability to instruct students on their use. An ability to communicate clearly and with appropriate empathy to students, parents, and colleagues. Collaborative spirit when working with colleagues. Strong organizational skills. Embraces the whole-child educational philosophy and seeks to help students develop in all aspects. Mon, 11 May 2026 13:36:17 -0400 https://jobs.socialstudies.org/jobs/rss/22267676/middle-school-humanities-teacher-fall-2026 https://jobs.socialstudies.org/jobs/rss/22267676/middle-school-humanities-teacher-fall-2026 Brooklyn, New York, The Senesh School, an open and inclusive, independent K-8 Jewish school in Carroll Gardens, Brooklyn, is hiring a middle school humanities teacher to join our 2026-27 faculty. The Humanities program includes English and Social Studies instruction in an interdisciplinary model. Successful applicants will be creative, nurturing, and reflective educators who are interested in the life of the school outside of their classroom. Competitive salary and benefits. The salary for this position is $70,000-$80,000 commensurate with experience. Interested applicants should submit a cover letter and resume to Tracey Schreier, Middle School Director, Hannah Senesh Community Day School at tschreier@hannahsenesh.org . About the School The Senesh School is an open and inclusive Jewish day school where students grow into curious, kind, and confident people. Senesh cultivates intellectual curiosity in a rigorous and joyful academic environment that teaches the whole child. Students are guided by Jewish values and challenged to be agents of change toward a more just world. Students, parents, and staff together create a welcoming and vibrant home at Senesh, offering a place of belonging for diverse Jewish families. To learn more about the school visit our website at www.hannahsenesh.org. Responsibilities include: Creating a warm, inclusive, and supportive classroom environment Teaching English and Social Studies Differentiating instruction and materials to meet the diverse needs of learners Supporting students’ social-emotional growth and competencies Maintaining accurate documentation of curriculum, assessment, and student progress Collaborating with grade-level colleagues on community programs and student support Serving as a grade-level advisor and leading a club or elective Attending weekly faculty and department meetings, as well as professional development opportunities Participating in an overnight trip with students Building strong partnerships with parents to support student learning and progress Qualifications and Dispositions: MA degree in education Three or more years of experience as a lead teacher in a middle school Strong content knowledge in English/language arts and Social Studies, including literature, writing, and history Experience designing and teaching rigorous, developmentally appropriate humanities curriculum for middle school students Experience differentiating instruction to meet diverse learner needs Commitment to a “whole child” approach that fosters academic, social, and emotional growth Experience supporting adolescent learners’ critical thinking, inquiry, and discussion skills Collaborative, collegial approach to working as part of a team of educators Excellent written and verbal communication skills Cultural competency and a commitment to diversity and belonging Hannah Senesh Community Day School is an Equal Opportunity Employer and welcomes candidates who will add to the diversity of our school community including, but not limited to staff of any race, color, nationality, ethnic origin, religion, gender, gender identity, and sexual orientation.   Mon, 11 May 2026 10:49:15 -0400