https://jobs.socialstudies.org Latest NCSS Career Center Jobs Fri, 08 May 2026 10:49:54 Z https://jobs.socialstudies.org/jobs/rss/22256714/middle-school-history-teaching-fellow https://jobs.socialstudies.org/jobs/rss/22256714/middle-school-history-teaching-fellow West Hartford, Connecticut, Start date: August 2026 Kingswood Oxford is seeking a passionate, innovative, and collaborative Teaching Fellow in History to join our Middle School faculty as a part of a dynamic, two-year Teaching Fellowship Program. The Kingswood Oxford Teaching Fellowship Program provides aspiring educators an opportunity to join Kingswood Oxford’s independent day school community in a unique and multifaceted two-year fellowship experience. KO Fellows combine mentored teaching and professional learning with immersive, project-based rotations across the school to develop skills for careers as educators, administrators, coaches, non-profit professionals, and beyond. KO Fellows embody standards of excellence that demonstrate a commitment to our community: Engages enthusiastically in mentored teaching and learning opportunities Fosters a safe, predictable, and supportive environment for students Embraces KO’s commitment to diversity, equity, inclusion and belonging Creates a culture of learning Ideal candidates will have a background in United States history in the 20th and 21st centuries, with an understanding of how history connects to the mechanisms of local, state, and federal government and broader principles of geography and culture. The position involves multiple parts: Teaching 2-3 classes in History Coaching/co-curricular duties for multiple seasons Co-advising a small group of students Fellowship Year One: Grow Together Year One Fellows team-teach two class sections, paired with an experienced faculty member. Through regular classroom observations and scaffolded teaching opportunities, they increasingly assume the professional independence and responsibility of a KO faculty member. They join all newly hired faculty in year-long new teacher programming, including August orientation and monthly professional learning workshops. Year One Fellows also practice their craft through involvement in co-curricular activities, including athletics, where, with the help of seasoned faculty and coaches, they learn to engage groups of students and successfully build toward long-term goals. Fellowship Year Two: Expand and Lead Year Two Fellows expand their professional growth as members of our independent school community through enhanced teaching and learning opportunities. They step into the role of lead teacher for two to three class sections, supported by targeted professional learning in instructional design, assessment practices, and differentiation. They build on established relationships with students through co-curricular coaching and advising. Additionally, Year Two Fellows have the option to rotate through project-based professional experiences across the school to gain insight into multifaceted independent school roles outside of traditional teaching, advising, and coaching. Rotations are co-selected by the Fellow and the rotation lead, based on interest and skill match, and include opportunities to engage in projects in areas such as academic planning, admissions, alumni relations, athletics management, college counseling, communications/marketing, facilities management, finance/institutional advancement, and student wellness. Duties will be determined in discussion with the Department Chair, the Director of Athletics, and the Division Head. Housing will be included in the compensation package. Located in West Hartford, Connecticut, Kingswood Oxford is a coeducational, independent day school for motivated students in grades 6-12. KO actively seeks to attract and welcome a diverse population of students, faculty, and staff, including differences in race, color, religion, nationality or ethnic origin, gender expression, gender identity, and sexual orientation. At KO, we believe that a diversity of ideas and perspectives enriches our community and improves our understanding. We continually work to increase equity and access within our learning community and seek candidates who are similarly committed to this work. If you would like to join us in this work, we welcome your application. More information can be found at https://www.kingswoodoxford.org/ To apply, please send a cover letter, resume, and contact information for three references to jobopenings@kingswoodoxford.org. Kingswood Oxford School provides equal employment opportunity without regard to race, color, sex, age, disability, religion, national origin, marital status, sexual orientation, gender identity or expression, genetic information, ancestry, political belief or activity, status as a veteran, or any other status protected by law. This policy applies to all areas of employment, including recruitment, hiring, training and development, promotion, transfer, termination, layoff, compensation, benefits, social and recreational programs, and all other conditions and privileges of employment in accordance with applicable federal, state, and local laws. Wed, 06 May 2026 14:58:55 -0400 https://jobs.socialstudies.org/jobs/rss/22256291/university-carillonist-6138u-85991 https://jobs.socialstudies.org/jobs/rss/22256291/university-carillonist-6138u-85991 Berkeley, California, University Carillonist (6138U) 85991 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 Department of Music at Berkeley is one of the oldest and most prominent in the country, bringing together a renowned group of composers, scholars, and performers. For more than 100 years, UC Berkeley's Department of Music has championed professionalism, academic rigor, and the highest caliber of research. The department is dedicated to a liberal education in the Arts and Humanities, introducing students to a wide variety of music practices in performance, music composition and technology, theoretical and creative studies, and historical and cultural studies. The curriculum is responsive to the interests of a diverse student body and cultivates a broad expertise in the field. The Department of Music boasts a roster of distinguished Bay Area artists offering individual musical instruction, a treasured collection of classical instruments, and three buildings: Hertz Concert Hall, the Jean Gray Hargrove Music Library, and Morrison Hall. Through its courses and concerts, the department reaches out to hundreds of students from other departments, to its many alumni, and to the general public. With recent changes to diversify its course offerings and its major requirements, along with renewed interest in the value of study in the Arts and Humanities, the Department of Music is one of the fastest-growing majors at UC Berkeley. We are serving a larger and more diverse body of students and more Music majors than ever before. Application Review Date The First Review Date for this job is May 18, 2026 Responsibilities Conducts auditions for beginning carillon students, selects suitable candidates for lessons, and teaches carillon lessons to students Preparing repertoire and performing in several weekday noon recitals and weekly Sunday recitals for the campus. Administrative duties such as managing the carillon playing schedule, organizing special events involving the carillon, coordinating with Visitor Services, UCPD, Facilities, and the Music Department as needed, and maintaining the carillon music library. Facility management, maintaining carillon spaces; performing light carillon maintenance and coordinating more intensive carillon maintenance and repair. Required Qualifications Advanced/expert level musical skills and expertise, including advanced musical skills to sight-read, improvise, and transpose music. Advanced musical skills that are required to play the carillon. Advanced organizational skills. Advanced written, interpersonal communications, and leadership skills. Advanced skills in problem identification, avoidance, and resolution. Bachelor's degree in a related area and/or equivalent experience/training. Preferred Qualifications Advanced degree, diploma, or certificate in Carillon studies, and/or equivalent experience/training. Salary & Benefits This is a full-time, career position. This position is eligible for full UC 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 salary range that the University reasonably expects to pay for this position is $82,000 - $$94,500 annually. 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. How to Apply To apply, please submit your resume and cover letter. 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=85991&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-27a1816694e77e47af58129dcd9821f5 Fri, 08 May 2026 02:37:45 -0400 https://jobs.socialstudies.org/jobs/rss/22256596/upper-school-history-and-global-studies-teacher-part-time https://jobs.socialstudies.org/jobs/rss/22256596/upper-school-history-and-global-studies-teacher-part-time Princeton, New Jersey, The Hun School of Princeton seeks a dynamic, creative  Part-Time Upper School History and Global Studies Teacher  to teach Economics beginning in August 2026.  History and Global Studies expose students to a broad framework of historic, geographic, social, and cultural perspectives, encompassing Western and non-Western experiences. The department presents history as a means of exploring vital questions of both historic and contemporary relevance. Students learn both independently and cooperatively, developing skills in problem-solving and decision-making. The ideal candidate will be able to make history come alive for our students, focusing more intently on skill development and learner engagement than on conferring information within the context of a curriculum that privileges interdisciplinary connections and student agency. Responsibilities: Teach the equivalent of two (2) or three (3) year-long History and Global Studies (Economics) classes each year; Continuous professional growth in the content area; Team teach in our annual  NextTerm  minimester, if desired. Qualifications:  A bachelor’s degree; advanced degree preferred; Three years of full-time teaching experience is preferred, but other relevant experience will certainly be considered; Experience developing and teaching AP Economics classes preferred; A love for working with young people; A commitment to a diverse and inclusive community; A passion for teaching in an innovative, experiential, project-based, and student-centered environment; Ability to work collaboratively and effectively with students, parents, faculty, and staff; Personal qualities including resilience, approachability, and kindness; Excellent technology skills and experience integrating technology into the curriculum; A desire to contribute to school life outside of the classroom on a lively boarding school campus. Annual Salary Range: $19,000 to $38,000   The salary will be determined based on the candidate’s experience and qualifications as well as number of classes taught. The Hun School of Princeton is an E-Verify employer. Information regarding E-Verify can be found here:  E-Verify.gov . To apply:    The Hun School of Princeton Employment Application Wed, 06 May 2026 12:28:36 -0400 https://jobs.socialstudies.org/jobs/rss/22256644/pre-k-8-math-specialist-fall-2026 https://jobs.socialstudies.org/jobs/rss/22256644/pre-k-8-math-specialist-fall-2026 Dedham, Massachusetts,  Pre-K-8 Math Specialist (Fall 2026)   Job Summary:   The Rashi School, Greater Boston’s Reform Jewish Independent School, serving students in grades Pre-K-8, seeks a dynamic and collaborative Math Specialist for the 2026-2027 school year.  In our warm and inclusive community , children are appreciated for who they are as they learn and develop their identities. With the school’s foundation of rigorous academics and differentiated instruction and a mission rooted in social justice, we want our students to ask the tough questions—not just the who, what, where, but the how, why, and what can I do to fix it? Rashi graduates have the confidence to try new things and to fail forward. With kindness at their core, they become empowered learners, change agents, global Jewish citizens, and good friends.  Rashi’s Lower School uses a collaborative teaching model to promote students’ academic, social, and emotional growth by nurturing an environment that promotes risk taking, flexibility, adaptability, empathy, and resilience through collaborative teaching which models behaviors of the adults. We seek to employ faculty and staff with diverse backgrounds who model these traits and our core values for our students and are eager to support Rashi in fulfilling its mission.  Rashi’s Middle School seeks to promote students’ academic, social, and emotional growth by nurturing an environment that promotes risk taking, flexibility, adaptability, empathy, and resilience. We are looking for educators with a history of positive, caring student-teacher interactions, rich content expertise, and student-centered approaches to join a team of exceptional faculty who utilize a strength based approach to empower students to be their best selves in and out of the classroom. We seek to employ faculty and staff with diverse backgrounds who model our core values (respect, learning, community, spirit, and justice) for our students and are eager to support Rashi in fulfilling its mission.    Position Responsibilities: Create and maintain a positive, safe, supportive environment for all students by developing strong relationships with students, families, and teachers. Provide small group enrichment and/or support to ensure that the math education provided meets the needs of identified students in grades K-8 Oversee AIMSweb testing in math in Grades K-5 Oversee progress monitoring as needed in math in Grades K-5. Assist and advise teachers on differentiated instruction for particular groups or individual students Aid in the resourcing and/or creation of additional resources to support differentiation  Share duties (recess, lunch, etc.) as assigned by the Assistant Heads of School Lead Parent-Teacher Conferences Attend Learning Team and Child Study meetings for students on caseload Write Progress Reports twice a year for students on caseload Attend weekly faculty meetings   Personal Characteristics:   Collaborative Creative Analytical Continuous learner Open to feedback Strong communicator  Active listener Commitment to working in and fostering an inclusive community Belief in Rashi’s Mission and Core Values Qualifications : Bachelor’s degree in education Math or related field required.  Master’s degree preferred.   3 to 5 years experience teaching math in an elementary or middle school setting Familiarity with Imagine IM curriculum preferred Physical Requirements: Able to sit, stand, type, twist, bend. Able to use telephone and computers.   How to apply :  Interested candidates should email a cover letter, resume, and professional references to jobs@rashi.or g.    Rashi is proud to be an equal opportunity employer. Guided by our core values of justice, respect, learning, community, and spirit, and with social justice as a foundational cornerstone of our school, we are committed to building an inclusive community that honors and respects each individual, their varied identities, and their spirit. We seek to listen, learn, and grow together to ensure that we are a place in which all community members can thrive. We welcome applicants of all backgrounds, including age, race, color, national origin, ancestry, religion, sex, sexual orientation, gender identity or expression, marital status, pregnancy, disability, mental disorder, familial status, veteran status, genetic information, or any other protected characteristic as established by law. Fri, 08 May 2026 09:04:46 -0400 https://jobs.socialstudies.org/jobs/rss/22256079/2026-2027-adjunct-school-of-nursing-traditional-undergraduate-program https://jobs.socialstudies.org/jobs/rss/22256079/2026-2027-adjunct-school-of-nursing-traditional-undergraduate-program San Diego, California, 2026-2027 Adjunct - School of Nursing, Traditional Undergraduate Program Posting Number: R0004303 Location: Liberty Station Campus - San Diego, CA PLNU is a Christian liberal arts university in the evangelical, Wesleyan tradition, offering quality undergraduate, graduate and professional programs. We provide higher education in a vibrant Christian environment where minds are engaged and challenged, character is modeled and formed, and service is an expression of faith. PLNU is an institution that is committed to reflecting the rich diversity of God's kingdom. We therefore encourage applications from culturally and academically diverse faculty of the highest caliber, skilled and/or demonstrating great potential in the practice of teaching and scholarship. Job Summary: The School of Nursing is seeking candidates for an adjunct teaching position in the traditional undergraduate program. The University is seeking an individual capable of excellent teaching. Responsibilities begin August 2026 and will include teaching a wide variety of courses in traditional undergraduate program. Job Status: Part time *** Job Description: Salary: PLNU adjunct pay: Using a 3-unit full semester appointment as a pay guide, the adjunct pay range is $5,013 - $6,684. The units will determine the actual salary. Responsibilities: Provide instruction in the area of the traditional undergraduate program including some general education and service courses. Adjuncts must have knowledge of instructional strategies and techniques appropriate to teaching undergraduate level, including ways to instruct, manage, motivate and evaluate students as well as the ability to write syllabi and deliver illustrated lectures. Successful candidate will work strategically with diverse colleagues, students, parents and community members. Engage in personal scholarship and scholarship with students (where possible) Advise students academically, spiritually, and socially Participate in departmental activities and governance Serve on university faculty committees/working groups and perform other normal faculty duties Contribute in preparing students for their post graduate career and finding who they are called to be Qualifications: Education: BSN required, MSN preferred Experience: Evidence of a commitment to excellence in (undergraduate/graduate) teaching. Demonstrated effectiveness in teaching students from diverse backgrounds is preferred. Philosophical: Thorough commitment to the concept of Christian liberal arts education and a desire to work in a Christian university. Supportive of the religious and educational goals of the university and its sponsoring denomination. Personal: Evidence of Christian commitment and active church involvement. In addition, faculty agree to live in agreement with PLNU's Community Life Covenant . The job offer is contingent on the successful completion of a background check. PLNU will consider qualified applicants, including those with criminal histories, in a manner consistent with state and local 'Fair Chance' laws. Selection Process: Applicants will be expected to submit an application and corresponding documents. All applicants will be reviewed and evaluated. From this pool of applicants, a limited number will be selected and moved forward in the process. The interview process may include: Phone/Zoom Interview Dialogue with students and faculty in the School of Nursing Lecture presented to faculty and students in the School of Nursing Evidence of successful teaching, if applicable Interview with the Academic unit leader Interview with the Dean of the Colleges Interview with the Provost Interview with the President of the University Special Instructions: The number of adjunct instructors hired varies from semester to semester, depending upon the needs of the department. Please realize that there may not presently be an adjunct position available. When an opening becomes available for which you would be a good match, the department chair will be in contact with you for further dialogue, interviews, etc. Approved applicants will remain in the adjunct pool for the upcoming school year only. To be reconsidered for the following school year, applicant will need to reapply. If hired, official transcripts will be required from all undergraduate and graduate universities attended before a contract is issued. When beginning your application, be prepared to answer these Adjunct questions and upload the following documents: Curriculum Vitae Cover Letter Statement of Personal Faith Philosophy of Teaching in Christian Higher Education Provide names and contacts for 3 references, at least one professional contact who can speak to your teaching potential (references will only be contacted if you are advanced as a finalist candidate) Unofficial Transcripts for highest degree completed (Search Committee discretion) If you have questions about items for the application, please contact the Office of Human Resources at humanresources@pointloma.edu or the Search Committee chair at msawyer@pointloma.edu . *** At PLNU, we believe in pursuing calling together. Deep and meaningful relationships between students, faculty, and staff is vital in nurturing our shared community and expressing God's love. We are looking for enthusiastic candidates to join us in empowering our students to reach their greatest personal, spiritual and professional potential. Point Loma Nazarene University does not discriminate on the basis of race, color, national origin, sex, age, disability or status as a veteran in any of its policies, practices or procedures. Apply online at https://pointloma.wd1.myworkdayjobs.com/en-US/PLNUCareers/job/Liberty-Station-Campus---San-Diego-CA/XMLNAME-2026-2027-Adjunct---School-of-Nursing--Traditional-Undergraduate-Program_R0004303 jeid-1c995188fe7efb43856de34a9e24257d Fri, 08 May 2026 02:19:42 -0400 https://jobs.socialstudies.org/jobs/rss/22253616/math-statistics-teacher https://jobs.socialstudies.org/jobs/rss/22253616/math-statistics-teacher Washington, Connecticut, The Frederick Gunn School, founded in 1850, is a co-ed boarding and day school for students in grades 9-12 as well as a post-graduate year. Mr. Gunn had a deep appreciation for the natural world, believing that in nature students understand themselves as humans and their place in the world. He took a principled stand against slavery and spurred students (and the town at large) to examine their beliefs. In addition to the habits and skills students will need in college and life beyond, we teach them to follow Mr. Gunn’s example: to cultivate wisdom, to be trailblazers, to act with conviction, and to value character as highly as intellect and achievement.  Our continuous focus on moral character development intentionally engages all members of our school in the work of creating an inclusive and equitable living and learning ecosystem.  Community and citizenship are at the heart of our aspiration to both social justice and academic excellence, with individual diversity integral to the strength of that community. When we embrace difference and pursue school life with respect, equity, and compassion, we build a foundation for engaged citizens. In keeping with the tenets of our founder Frederick Gunn, who was himself a prominent abolitionist and progressive educator, The Frederick Gunn School seeks to provide a pluralistic learning environment for all inclusive of (but not limited to): culture, ethnicity, gender identity or expression, national origin, learning differences, physical difference, political affiliation, race, religion, sex, sexual orientation, and socioeconomic differences.   We invite applicants who resonate with our mission and who will foster an environment of cultural and intellectual richness and an active participant in advancing equity and inclusion. Position Summary The Frederick Gunn School is seeking candidates for a full-time mathematics teacher. Applicants must enjoy working with high school students of all ages, both in and outside the classroom, must understand and embrace the values of a boarding school community, and must bring passion and energy to the classroom. Further, they should have a devoted interest in the study of mathematics–in its various forms, modes, and genres–and be experienced in teaching related skills. As with all faculty positions at The Frederick Gunn School, this role includes responsibilities beyond the classroom—serving as a coach, house parent, and advisor within our vibrant boarding school community. Responsibilities We are currently seeking a full-time math teacher with the responsibilities listed below: Teach four sections of mathematics courses, possibly including AP Statistics and/or introductory Statistics, or other courses offered within our curriculum. The ideal candidate will demonstrate flexibility and enthusiasm for teaching mathematics across a range of levels and course offerings. Develop and organize course materials, including syllabi, quizzes, tests, and handouts, to support student learning and achievement. Provide individualized support and guidance to students through extra help sessions, review sessions, and mentorship that promote both academic growth and personal development. Regularly assess and monitor student progress, providing constructive feedback and written reports as required by school policies. Incorporate technological tools, such as the TI-84 calculator and other relevant software, to enhance learning and facilitate a dynamic classroom environment. Stay current with technological advancements in mathematics education, integrating new tools and technologies into the curriculum as appropriate. Utilize diverse pedagogical strategies to accommodate different learning styles and foster an inclusive, engaging classroom environment. Communicate effectively with students, parents, and colleagues, ensuring clarity and professionalism in all interactions. Collaborate with colleagues in the Mathematics Department and the Center for Academic Excellence to promote cross-curricular initiatives and support student success. Contribute to the planning, implementation, and evaluation of the mathematics curriculum and program at The Frederick Gunn School, ensuring alignment with institutional goals and standards. Participate in professional development opportunities related to both mathematics education and teaching methods to continuously improve instructional practices. Explore potential opportunities to teach computer programming courses within the department, even though a background in programming is not a prerequisite. Job Details Position opening for the 2026-2027 school year. Employment is contingent upon the successful completion of a background check.  Qualifications Ideal candidates are expected to have a minimum of a bachelor's degree; teaching experience is preferred.  Compensation  The Frederick Gunn School offers an attractive compensation package that includes a salary commensurate with experience. To Apply  Please submit the following materials: Resume  Cover letter  Transcript(s)  Two to four letters of recommendation   The Frederick Gunn School is an Equal Opportunity Employer. Except in cases of a bona fide occupational qualification or need, or except as otherwise permitted or required by law, The Frederick Gunn School does not discriminate against applicants for employment on the basis of race, color, religious creed, age, sex, marital status, pregnancy, sexual orientation, national origin, ancestry, present or past history of mental disorder, intellectual disability, learning disability or physical disability, gender identity or expression, genetic information, victims of domestic violence  or any other protected class status under applicable law with respect to hiring, compensation, promotion, discharge from employment or other terms and conditions of employment. Position announcements are intended to describe the general nature and level of work performed by employees assigned to the job title and the education and skills required. Descriptions are not intended to be a complete list of all responsibilities, duties and skills that are required or may be required in the future.  BACKGROUND SCREENING: The Frederick Gunn School conducts background checks on all job candidates upon acceptance of a contingent offer, which includes using a third-party administrator to conduct the checks. Tue, 05 May 2026 18:38:22 -0400 https://jobs.socialstudies.org/jobs/rss/22252910/part-time-faculty-cou-101-developmental-issues-of-college-age-adults-fall-2026 https://jobs.socialstudies.org/jobs/rss/22252910/part-time-faculty-cou-101-developmental-issues-of-college-age-adults-fall-2026 Syracuse, New York, Part-Time Faculty: COU 101 Developmental Issues of College Age Adults (Fall 2026) Location: Syracuse, NY Pay Range: $1,783.56 - $1,837.07 per credit hour 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: Per time schedule of classes or as determined by department chair. Office hours required. Job Type: Part Time Rank: PTI/Adjunct Campus: Unionized Position Code: UA Job Description: Department of Counseling & Human Services is looking for Part time faculty to teach COU 101 Developmental Issues of College Age Adults (3 credits). This course introduces students to issues of college students such as time management, identity development, intimacy, sexuality, alcohol and drug use, conflict management, interpersonal communications, dealing with diversity, choosing a major and a career. Qualifications: Doctorate (or ABD) in counselor education is required. Job Specific Qualifications: Not Applicable Responsibilities: The instructor is required to: meet weekly with students for class (i.e. group supervision), develop and execute lesson plans, provide feedback on students counseling recordings, provide feedback on student process notes, provide formative and summative feedback to students, complete written evaluations, and communicate with site supervisors and program coordinators as necessary. Physical Requirements: Not Applicable Tools/Equipment: Not Applicable Application Instructions: Please attach a resume/CV and cover letter. 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 nearly 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 and 100 minors offered through 13 schools and colleges; nearly 15,000 undergraduates and 5,000 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 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: 08/01/2026 To apply, visit https://www.sujobopps.com/postings/112827 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-956316dbbc27844f990ec79c1d894807 Fri, 08 May 2026 02:31:31 -0400 https://jobs.socialstudies.org/jobs/rss/22253389/lower-school-homeroom-teacher https://jobs.socialstudies.org/jobs/rss/22253389/lower-school-homeroom-teacher Baltimore, Maryland, Calvert School, an independent lower and middle school, is seeking a dedicated, enthusiastic, and student-centered Homeroom Teacher for its Lower School for the 2026-27 school year.  Calvert School inspires each child to lead a life of purpose by providing a strong foundation in academic skills and character development. At Calvert School, students learn and grow in a joyful and nurturing community that cultivates intellectual curiosity, confidence, and a deep appreciation for learning. Calvert School is located in Tuscany-Canterbury, a residential neighborhood in Baltimore City, just north of Johns Hopkins University and south of Loyola University Maryland. The campus is easily accessible from Charles Street and I-83.  Homeroom teachers are responsible for the daily instruction of reading, math, composition, history, geography, and other content areas.  The Calvert curriculum cultivates curiosity and challenges all of our students.  We believe our unique approach helps create lifelong learners who strive to achieve mastery in all their academic pursuits.  In addition to managing the daily affairs of a homeroom, teachers communicate frequently with parents and collaborate with their grade level team members to develop and teach curriculum that is motivating and age appropriate.  Faculty members are expected to contribute to the Calvert community as field trip chaperones, coaches, and club advisors, and will serve on school committees on occasion.   Responsibilities will include the following: Serve as the primary classroom teacher and advisor for a homeroom of Lower School students. Design and implement developmentally appropriate, engaging, and differentiated lessons. Create a positive classroom culture that supports social-emotional learning and community building. Assess student learning and provide timely, meaningful feedback. Communicate regularly and effectively with families regarding student progress and classroom activities. Collaborate with grade-level colleagues, specialists, and learning support staff. Maintain accurate records, write progress reports, and participate in conferences. Support school-wide initiatives, events, and professional responsibilities. Participate in ongoing professional development.   Job qualifications are below: Bachelor’s degree in elementary education or related field required. A Master’s degree is preferred. Prior experience teaching elementary-aged students. Strong classroom management and organizational skills. Knowledge of best practices in elementary instruction and assessment. Calvert School offers a competitive salary and benefits package.  Salaries for teachers are based on years of teaching experience, education, and job-related responsibilities.  The salary range for teachers is $50,000 to $70,000 and candidates with additional teaching experience and/or advanced degrees may receive a higher salary.  Calvert School offers medical, prescription, dental, vision, life, disability, and retirement plans. Teachers also receive generous leave that includes paid holidays, sick, and personal leave days.    Interested candidates should send a resume to:  HR@CalvertSchoolMD.org (preferred method) Tue, 05 May 2026 12:36:27 -0400 https://jobs.socialstudies.org/jobs/rss/22252928/site-mentors-early-childhood-education https://jobs.socialstudies.org/jobs/rss/22252928/site-mentors-early-childhood-education Merced, California, Site Mentors - Early Childhood Education University of California Merced Position overview Position title: Site Mentor - Early Childhood Education Salary range: $300 per mentee; up to 6 mentees per course Anticipated start: Rolling basis as course sections are scheduled; no earlier than June 2026 Application Window Open date: May 4, 2026 Next review date: Monday, May 18, 2026 at 11:59pm (Pacific Time) Apply by this date to ensure full consideration by the committee. Final date: Tuesday, May 4, 2027 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 UC Merced Professional and Continuing Education (PACE) offers access to the university's academic courses through Open University and provides professional courses in a variety of industry fields (education, business, technology, renewable energy, healthcare, etc.). UC Merced PACE partners with regional community initiatives and organizations to boost economic and social development with a focus on delivering courses in convenient and flexible formats, including fully online, hybrid, in-person, and custom modalities. UC Merced PACE offers workforce-responsive, non-degree credentials and credential pathways that provide opportunities to upskill and re-skill. We can develop and deliver skills-based, alternative credential programs that align with employer needs and high demand jobs. Alternative credentials are non-degree, professional credit, certificate, stackable, micro-credentials, bootcamps, etc. ABOUT THE SPECIALIZED TRAINING AWARD In Spring 2026, UC Merced PACE, in close collaboration with County Offices of Education across the state of CA, implemented the Fieldwork for Child Development Associate Teacher Equivalency Specialized Training Award, encompassing a single, non-credit course totaling 540 hours of fieldwork. Recent federal legislation impacting Head Start Family Childcare Home (FCCH) providers requires FCCH Assistants, as of 8/1/2025, to, within 18 months, meet the same staff qualifications as FCCH Providers. The current pathway for doing so is a CDA or higher level qualification, and, in California (at least), the Associate Teacher Permit on the Child Development Permit Matrix authorized by the California Commission on Teacher Credentialing (not sure what other states might have as their equivalency since this email might be shared with out-of-state grantees with FCCH service delivery models). There are an estimated 40-60 FCCH assistants in the region, of which many have no intent in returning to college to complete the required units towards a CDA or Associate Teacher Permit. It is observed that a CDA or an Associate Teacher Permit may be time/cost-prohibitive for some FCCH Providers and their Assistants. With further policy clarification on June 4, 2025, it was determined that local equivalencies can also be developed in order to meet the federal requirement. Therefore, local education agencies, including leadership at Stanislaus County Office of Education (SCOE), desire to create a certificate equivalent to a Family Child Care Child Development Associate (FCC CDA), to meet the Head Start Performance Standards 1302.23(b)(2-4) for Family Child Care Home providers and their assistants. KEY RESPONSIBILITIES Provide a minimum of two formal observations per course for each assigned FCCH assistant in-person at the employer site. Conduct weekly communication with FCC assistants and course instructor (via email, phone, Zoom, or in person). Maintain consistent communication with cooperating teachers and site administrators, promoting a shared understanding of course expectations. Attend mandatory orientation, mentor trainings, and calibration meetings as scheduled by the Director. Submit timely reports and documentation as required by the Division. Collaborate with UC Merced PACE staff and instructors to address candidate needs, remediation, or concerns. Program : https://pace.ucmerced.edu/ Qualifications Basic qualifications Valid CTC Site Supervisor permit or higher Knowledge of regulations and licensing for Head Start Ability to coach and mentor individuals Familiarity working with diverse student populations Additional qualifications Must comply with the UC SARS-CoV-2 (COVID-19) Vaccination Policy Willingness to travel within a 50-mile radius of Merced Preferred qualifications Experience supervising or mentoring pre-service teachers. Training in adult learning theory, cognitive coaching, and current content-specific pedagogy. Comfort with digital observation tools and feedback system Demonstrated experience working with Canvas LMS. Application Requirements Document requirements Curriculum Vitae - Your most recently updated C.V. Statement of Teaching Authorization to Release Information Form - 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. '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 or discrimination, as defined by the employer. Required Authorization of Information Release may be found at the linked page . Please complete, sign, and upload the required Authorization of Information Release to your application. Reference requirements 3 required (contact information only) Apply link: https://aprecruit.ucmerced.edu/JPF02173 Help contact: aprecruit@ucmerced.edu About UC Merced 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. '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 or discrimination, as defined by the employer. Please complete, sign, and upload the required Authorization of Information Release to your application: Required Authorization of Information Release Form . Candidates must possess valid authorization to work in the United States. UC Merced is not currently able to sponsor individuals residing outside the United States who would require a new H-1B visa for employment. Applicants who do not hold valid U.S. work authorization are presently ineligible for this position. Additional links: UC Sexual Violence and Sexual Harassment Policy , the UC Anti-Discrimination Policy , and APM 035: Affirmative Action and Nondiscrimination in Employment . The University of California, Merced, is the newest of the University of California system's 10 campuses. Ranked as one of the best public universities in the nation by U.S. News and World Report and recently designated as an R1 institution by Carnegie, UC Merced is committed to innovation and excellence in research. With over 9,000 undergraduate and graduate students (Center of Institutional Effectiveness) , UC Merced provides outstanding, inclusive educational opportunities to highly qualified students from the heart of California, the nation, and abroad. The campus has special connections to nearby Yosemite National Park; is on the cutting edge of sustainability in construction and design; and supports the economic development of Central California. 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 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. This includes the University of California Policy on Vaccination Programs . Job location Regional Partner Sites To apply, please visit: https://aprecruit.ucmerced.edu/JPF02173 Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-ada4e77a2d966443bad8aa282653671b Fri, 08 May 2026 02:33:50 -0400 https://jobs.socialstudies.org/jobs/rss/22251546/assistant-professor-fixedterm https://jobs.socialstudies.org/jobs/rss/22251546/assistant-professor-fixedterm East Lansing, Michigan, Working/Functional Title Assistant Professor of Modern Art History Position Summary The Department of Art, Art History, and Design (AAHD) at Michigan State University seeks an Assistant Professor in Art History & Visual Culture with a specialty in modern and/or contemporary art history and the ability to teach courses across both topics. The position is a fixed-term, non-tenure track, academic year appointment (9-month) holding a 5-course annual teaching load at 83% employment, with 2 courses anticipated in fall 2026 and 3 courses in spring 2027. Position commences August 16, 2026 on a 2-year contract with the possibility of renewal. The successful candidate will primarily teach introductory and advanced courses in modern and contemporary art to undergraduate students in Art History & Visual Culture, Graphic Design, Studio Art, Art Education, and Apparel & Textile Design. Instructional areas will also include an Art Theory graduate seminar (HA801) serving the department’s interdisciplinary Studio Art MFA degree and a general education course in the College of Arts & Letters’ program in Integrative Arts & Humanities. AAHD Department Overview: AAHD strives to promote the practice and scholarly research of the most enduring creative media, innovation using the latest technology, and the investigation of the rich intersections between them. Serving over 400 majors, the department is home to more than 60 faculty and staff. We produce a full slate of exhibitions and events each year, including hosting cutting edge and esteemed national and international guests through our Stanley & Selma Hollander Visiting Artist, Designer, and Scholar Lecture Series. For more information about the department, please visit https://art.msu.edu/. Equal Employment Opportunity Statement All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, citizenship, age, disability or protected veteran status. Required Degree Doctorate -Art History Minimum Requirements Ph.D. in Art History by August 15, 2026 University-level teaching experience as instructor of record in modern and/or contemporary art history Record of research expertise in modern and contemporary art (1870 to the present) In-Person Instruction Desired Qualifications Strong communication skills Eagerness to contribute to a diverse unit serving students majoring in Apparel & Textile Design, Art Education, Art History & Visual Culture, and Studio Art Required Application Materials Qualified applicants should submit: a cover letter highlighting experience and qualifications for position current curriculum vitae evidence of effective university-level teaching in modern and contemporary art history, including statement of teaching philosophy and sample syllabi the names, phone numbers, and email addresses of 3 potential referees (please fill out the initial application with these names and contact information) Special Instructions Review of applications will begin June 8 and will continue until the position is filled. Applications must be submitted electronically to the Michigan State University Human Resources website http://careers.msu.edu. Posting number 1126719. For more information, contact Candace M Keller, Chair of the Search Committee at kellercm@msu.edu . Persons with disabilities have the right to request and receive reasonable accommodation. Review of Applications Begins On 06/08/2026 Website art.msu.edu Department Statement MISSION: Our department seeks to integrate the history and practice of art and design into the MSU community, through teaching, research, and public engagement. We further the mission of the arts to deepen understanding of the human condition. VISION: We inspire rigorous paths of study through individual expression and collaboration that focus in and across disciplines. Our faculty and students make meaningful contributions to and/or challenge existing paradigms in art, art history, and design. Through education and encouragement of broad dialogue within and about the arts, we promote positive and sustainable change in our global community. VALUES: As a department within a land-grant institution, we work “to democratize higher education and expand its opportunities based on merit, not social class.” Our creative work and scholarship are sensitive to the intersections between diverse contemporary contexts and their histories. The department provides an empowering environment where the inherent worth and dignity of all people are respected and celebrated. MSU Statement Michigan State University has been advancing the common good with uncommon will for more than 160 years. One of the top research universities in the world, MSU pushes the boundaries of discovery and forges enduring partnerships to solve the most pressing global challenges while providing life-changing opportunities to a diverse and inclusive academic community through more than 200 programs of study in 17 degree-granting colleges. Fri, 08 May 2026 00:46:34 -0400 https://jobs.socialstudies.org/jobs/rss/22253231/permanent-substitute-teacher https://jobs.socialstudies.org/jobs/rss/22253231/permanent-substitute-teacher Greenwich, Connecticut, PERMANENT SUBSTITUTE TEACHER Eagle Hill is an Independent School located in Greenwich, Connecticut for students with language-based learning differences.   We offer children who learn differently the opportunity to transform into confident and resilient students empowered with strategies to meet challenges and flourish beyond Eagle Hill. Eagle Hill Core Values Belonging:  Eagle Hill embraces students with an array of learning profiles with acceptance and understanding.  Resilience :  Eagle Hill teaches students how to meet challenges with grit.   Self Confidence:   Eagle Hill allows students to view themselves in a context larger than their learning difference.   Whole Child Approach:   Eagle Hill believes the most impactful learning takes place when students are taught holistically, with cognitive development taking place in tandem with social-emotional growth.   The Permanent Substitute Role at Eagle Hill Eagle Hill’s Permanent Substitutes are members of our faculty and are essential to the success of our students. They play an integral role in all facets of the program by helping to provide high-quality instruction that meets the needs of each child. This is a full-time position, Monday-Friday from 7:55 am-3:20 pm., and Permanent Substitutes are entitled to our comprehensive benefits package.  The Permanent Substitute will: implement daily lessons as planned by the classroom teacher. participate in staff development provided by the school; perform assigned duties, including varied recess and daily duties. complete all assigned documentation and respond to requests for information either digitally or in hard copy format. proctor non-academic classes (e.g., study hall, homeroom). be assigned to specific classes to serve as a classroom assistant when not substituting.  Eagle Hill School’s mission, philosophy, and culture are grounded in a belief in the worth of every individual and the importance of treating all with respect and support. The Permanent Substitute is expected to embrace this collaborative viewpoint through daily interaction with all members of the Eagle Hill Community. It is required that candidates will have at least a Bachelor’s Degree prior to their start date and will continue their education in a related instructional area (i.e., special education, literacy). Research shows that underrepresented groups apply to jobs only if they meet 100% of the qualifications. Eagle Hill School believes that no one ever meets 100% of the qualifications and we look forward to your application.  To apply, please submit your cover letter and resume to careers@eaglehill.org .   EQUAL OPPORTUNITY Eagle Hill Foundation, Inc./Eagle Hill School is an equal opportunity employer and does not discriminate on the basis of race, creed, age, color, sex, sexual orientation, gender identity or expression, marital status, national origin, ancestry, present or past history of mental disability, intellectual disability, learning disability, physical disability, including, but not limited to, blindness, status as a veteran, status as a victim of domestic violence, or any other classification protected by state or federal law in its employment, admissions practices, vocational opportunities or access to and treatment in programs or activities, in accordance with Title IX, Section 504 of the Rehabilitation Act of 1973, Title VII, the American Disabilities Act, the Age Discrimination in Employment Act, and other applicable federal and state law. Retaliation against anyone complaining of discrimination is strictly prohibited. If an applicant requires assistance, or a reasonable accommodation, to complete the application, please contact Eagle Hill School Human Resources at (203) 622-9240. To apply, please submit your cover letter, resume, and three references to: careers@eaglehill.org   It is required that candidates will have at least a Bachelor’s Degree prior to their start date and will continue their education in a related instructional area (i.e., special education, literacy).   Higher end of the range available to candidates with a Master's degree. Tue, 05 May 2026 08:21:43 -0400 https://jobs.socialstudies.org/jobs/rss/22253397/early-childhood-and-lower-school-assistant-teachers https://jobs.socialstudies.org/jobs/rss/22253397/early-childhood-and-lower-school-assistant-teachers Stone Ridge, New York, Our Mission High Meadow School is a nursery through 8th-grade independent school that celebrates childhood, the joy of learning and play, and the power of community in a student-centered environment. We honor and welcome each child’s unique voice, identity, and approach to constructing knowledge. Drawing on current pedagogical research, we center diversity, equity, civic engagement, nature, and the arts in the school’s dynamic curriculum and culture. High Meadow students graduate with a strong academic foundation and a developed sense of self, ready to contribute their passions and values to building thriving, sustainable, and equitable communities. Job Description The assistant teacher plays a critical role in upholding the culture and educational program at High Meadow School. The principal role of the assistant teacher is to support the successful operation of the classroom environment in partnership with the classroom’s lead teacher. The assistant teacher provides a range of support to the classroom, including fostering the development of a positive learning environment, preparing materials for lessons, offering one-on-one or small group supervision and instruction, supervising students during recess and lunch times, and providing modifications to enhance students' learning processes. The assistant teacher builds warm and trusting relationships with students, helping them navigate academic and social tasks, problem-solve, resolve conflicts with peers, and pursue their interests related to learning. While the lead teacher is the primary point of contact for families to communicate with, the assistant teacher also fosters positive partnerships with families surrounding their child’s learning and growth. The assistant teacher collaborates with other staff members and participates in professional development and learning opportunities to enhance their skills and knowledge. Essential Duties To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements below represent the required knowledge, skill, and/or ability. High Meadow School complies with the Americans with Disabilities Act (ADA), as amended by the ADA Amendments Act, and all applicable New York State or local laws. Consistent with those requirements, High Meadow School will reasonably accommodate qualified individuals with a disability if such accommodation would allow the individual to satisfactorily perform the job's essential functions unless doing so would create an undue hardship. Foster loving, trusting, and supportive relationships with children Inspire learners to find joy and meaning in their learning and their relationships with others Support the lead teacher in building a warm, inviting, and student-centered classroom environment that is reflective of the school’s progressive mission and honors students’ identities, personal voices, and interests Support the building of a supportive classroom culture that is calm and predictable, involves student input, sets logical and developmentally appropriate boundaries, and allows students to learn and practice expected behaviors to promote a positive learning environment without fear of punitive measures Form a positive and collaborative working relationship with lead teacher Model and support children using restorative practices to reflect on their actions, resolve intrapersonal issues and conflicts, and repair intentional or unintentional harm that their actions may have caused Perform various tasks to support the efficient running of the classroom environment, including but not limited to materials preparation and classroom setup, snack preparation, assisting or supervising small groups of children in learning activities, and reinforcing classroom expectations. Help differentiate instruction and provide modifications to students with Early Childhood Intervention Services, 504 plans, or Individualized Education Plans to help them meet their academic or behavioral goals Supervise students during arrival, dismissal, lunch, and recess Attend Arts and Recreation classes with children and provide assistance to Arts and Recreation teachers Participate in professional development and grade-level planning meetings and designated professional development days Other duties as assigned by supervisor Work Details This is a full-time, 10-month position This position functions onsite 5 days a week from 8:30 AM - 3:30 PM The physical demands of this job include lifting, carrying, pushing, pulling, crouching, reaching overhead, and/or climbing ramps or stairs The job is performed in a generally hazard-free environment Desired Qualifications* *Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the qualifications described in a job description. We are most interested in finding the best candidate for the job, and that candidate may come from a less traditional background. We encourage you to apply, even if you don’t believe you meet all the qualifications described. Bachelor’s degree preferred Experience in previous childcare settings preferred Educational philosophy and skill set align with the High Meadow School mission and core beliefs Able to genuinely project the High Meadow School image and culture by being genuinely friendly, deeply hospitable, showing great care, and taking pride in providing exceptional education Ability to support an inclusive, equitable classroom environment that centers inquiry-based education, student identity, child development, choice and democratic decision-making, play, and learning by doing Willingness to be flexible and solutions-oriented when doing school tasks or assisting students and teachers Willingness to take on coverage of a class in the absence of a lead teacher Commitment to culturally responsive and anti-racist teaching practices Experience with Progressive Education models Attentive to the physical and emotional safety of children in both classroom and outdoor play environments Experience forming collegial relationships with parents/guardians of students Willing and wanting to participate in a highly collaborative, community-based work environment Strong oral, written, and electronic communication skills Ability to maintain strict confidentiality and judgment regarding privileged information High Meadow School is an equal opportunity employer and complies with all applicable federal, New York State, and local laws. High Meadow School strictly prohibits and does not tolerate discrimination against employees, students, or student families because of actual or perceived race; color; creed; age; religion; national origin; citizenship status; sex (including pregnancy, childbirth, and pregnancy-related medical conditions); gender (including gender identity and transgender status); sexual orientation; disability (which includes functional limitations caused by gender dysphoria); marital status; partnership status; familial status; status as a victim of domestic violence, stalking, or sex offenses; genetic predisposition; veteran’s status; military status; or any other basis protected under applicable federal, state, or local laws, regulations, or ordinances. All High Meadow School employees, other workers, and representatives are prohibited from engaging in unlawful discrimination. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, testing, training, promotion, discipline, compensation, benefits, transfers, leaves of absence, and termination of employment. Tue, 05 May 2026 12:44:47 -0400 https://jobs.socialstudies.org/jobs/rss/22253644/middle-school-social-studies-teacher-advisor https://jobs.socialstudies.org/jobs/rss/22253644/middle-school-social-studies-teacher-advisor Durham, North Carolina,  Middle School Social Studies Teacher and Advisor (full time)  Durham Academy Middle School   Durham Academy (DA) is accepting applications for a Middle School Social Studies Teacher as a member of the Social Studies Department . Duties include teaching four sections of Social Studies for students in grades 5 through 8, and serving as an advisor to a group of up to 12 students. Candidates should have a bachelor’s degree. An advanced degree or other commensurate experience is preferred, as is coaching a team sport. This full-time position will be for the 2026–27 school year.     To apply: visit da.org/about/careers    Our ideal candidate is an experienced educator with the following qualities:   Student-centered, inquiry-based approach to teaching   Eagerness to build supportive relationships with students in and beyond the  classroom   Flexible and innovative, with deep content knowledge and an infectious enthusiasm for nurturing student self awareness and confidence   Enthusiasm to work actively and collaboratively    Ability to create and promote an equitable and inclusive curriculum and learning environment   Commitment to continued professional growth and a passion for lifelong learning   Ability to use technology thoughtfully and creatively to enhance teaching and learning   Excellent interpersonal, written, and verbal communication skills      Durham Academy Teachers   Are culturally competent and believe in the central importance of diversity and equity in the life of the school.   Model a student-centered approach to teaching in an active classroom.   Possess a command of pedagogical best practices, eagerly seek feedback on all aspects of their professional life and are committed to lifelong professional growth.   Collaborate authentically and actively while building and maintaining collegial relationships with colleagues.   Are eager to build supportive relationships with students, successful partnerships with parents/caregivers and participate actively in the life of the school beyond the  classroom.   Understand that student wellness is central to the student learning experience.   Innovate and experiment to discover the most compelling learning experiences for students.    Our School  Founded in 1933, Durham Academy is an all-gender, independent day school with 1,267  students in Pre-kindergarten through grade 12 on three campuses. The purpose of a Durham  Academy education is to prepare each student to live a moral, happy and productive life. DA’s  Strategic Vision commits to preparing students for life, meeting the needs of our learners and  innovating more boldly, with a foundation broadening and deepening our work with diversity,  equity and engagement. Our DA is accredited by the Southern Association of Independent  Schools (SAIS). Durham Academy is a member of the National Association for College  Admission Counseling (NACAC), the Southern Association for College Admission Counseling  (SACAC) and the National Association of Independent Schools (NAIS).    Diversity, Equity and Engagement Mission Statement  Diversity enlivens, improves and enriches the intellectual and social environment of an  academic community and encompasses all aspects of humanity including racial identity, sex,  religion, sexual orientation, socioeconomic status, ability, age and gender identity. We are  committed to an ongoing process to increase the diversity of our community and to  implement policies, programs and practices under which all members of our community feel  welcomed, empowered, responsible and safe. Amidst our diversity we stand united in the  pursuit of academic excellence and development of individual capabilities. Find out more  about DA’s commitment to diversity, equity and engagement here .  (Adopted by the Durham Academy Board of Trustees in 2004 and updated in 2008)   Our Employment Policy  Durham Academy 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 or ethnic origin, disability status, genetics, protected  veteran status, sexual orientation, gender identity or expression, or any other characteristic  protected by federal, state or local laws.    This policy applies to all terms and conditions of employment, including recruiting, hiring,  placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation  and training. see above Tue, 05 May 2026 23:34:35 -0400 https://jobs.socialstudies.org/jobs/rss/22252811/social-entrepreneurship-adjunct-pool https://jobs.socialstudies.org/jobs/rss/22252811/social-entrepreneurship-adjunct-pool Winter Park, Florida, Social Entrepreneurship Adjunct Pool Position Summary: The Department of Social Entrepreneurship at Rollins College invites interested individuals to apply for adjunct faculty positions in Social Entrepreneurship. The Social Entrepreneurship major is AACSB-accredited. Our Social Entrepreneurship courses focus on practical application of business skills to tackle social, political, economic, and environmental problems locally, domestically, and internationally; the UN Sustainable Development Goals are integrated throughout our coursework. Ideal applicants will have professional experience related to Social Entrepreneurship, be dedicated to innovative teaching and building relationships, and are welcoming to opportunities that will allow them to work with a diverse campus and community. We are looking for adjuncts to teach a required course in the major and/or a social entrepreneurship-related elective course based on their area of expertise. Recent electives have included topics such as social impact reporting; law sales and AI for social enterprises, but there are many possibilities as long as the course is centered around social enterprise examples/context. This is a continuous recruitment effort to develop an applicant pool that can fill in on an as-needed basis. Applications, letters of interest, and other supporting materials will be reviewed as positions become available. Depending on the course, approximately 18-22 students are enrolled. It is possible to arrange teaching early in the morning to reduce conflicts with outside work schedules. Social Entrepreneurship courses are generally not offered in the evening. Teaching responsibilities include: Teaching undergraduate students in a specific field of expertise related to Social Entrepreneurship (SE) Developing and managing the class syllabus and ensuring that the syllabus meets department and college standards Utilizing project-based, experiential learning techniques Planning and creating lectures, in-class discussions, and assignments Grading assignments: papers, quizzes, projects, exams, etc. Assessing grades for students based on participation, performance in class, and assignments Collaborating with department colleagues on course curriculum Advising students on how to be successful in class Rollins College is a comprehensive liberal arts college located just north of Orlando, FL, a diverse metropolitan community with a thriving economic and cultural scene. Nearby Orlando International Airport provides easy access to U.S. and international destinations. The college emphasizes innovative and quality teaching in small classes and ranks number one among 121 Southern master's-level universities in the annual rankings of 'America's Best Colleges,' released by U.S. News & World Report. Please visit the college website at www.rollins.edu . Minimum Qualifications and Education: Ph.D. or Master's related to area of teaching, in a business-related field. Demonstrated understanding of social entrepreneurship. Preferred: Demonstrated commitment to teaching excellence in the liberal arts. Preferred: Verifiable teaching experience. Instructions to Applicants: To apply, please submit an application and upload the following materials: Letter of interest indicating: (A) Topic ideas for a Social Entrepreneurship-related elective course (this should be a topic you have expertise in and can develop a course for, relevant for students majoring and minoring in SE) AND (B) Which Social Entrepreneurship SE-prefix core/required courses you are qualified and interested to teach ( click here to see a list of our SE core courses). Curriculum vita Past student evaluations (if possible) List of 3 references on application Questions may be directed to: Tonia Warnecke Chair of the Department of Social Entrepreneurship twarnecke@rollins.edu **Applications will be accepted on a continuous basis and are processed upon the receipt of all official documents while the posting is active. Selected applicants will be contacted as positions become available and screenings will continue until positions are filled. ** Equal Employment Opportunity: Rollins College is an equal opportunity institution. Rollins does not discriminate on the basis of sex, disability, race, age, religion, color, national or ethnic origin, ancestry, marital status, veteran status, sexual orientation, gender identity, gender expression, genetic information, physical characteristics, or any other category protected by College policy or federal, state, or local law for employment and in our educational programs and activities. To learn more about our commitments, click here . Any applicant who requires reasonable accommodations for any part of the application or hiring process may contact us by phone or in writing to mailto:humanresources@rollins.edu ' href='https://apptrkr.com/get_redirect.php?id=7130353&targetURL=mailto:humanresources@rollins.edu' target='_blank'>humanresources@rollins.edu | 407.646.2102. Employment Eligibility: All new employees must be eligible and show employment eligibility verification by the first date of employment at Rollins College, as legally required (e.g., Form I-9). Rollins College will require proof of authorization to work in the United States. Further, based on the September 19, 2025, Presidential Proclamation and accompanying guidance from the USCIS and Department of State, the College may not be able to offer H-1B sponsorship. Particularly the College is not able to pay the required fee accompanying new H-1B visa petitions. FLSA Status: Exempt To apply, visit https://jobs.rollins.edu/jobs/social-entrepreneurship-adjunct-pool-orlando-florida-united-states-winter-park-fl Rollins is the best college in Florida, but don't just take our word for it. See what the experts are saying. Explore all of the ways Rollins is top ranked-from our academic excellence and expert faculty to our unparalleled campus and one-of-a-kind study abroad opportunities. Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-52a3c67749dbef4498a0512bd8655b5a Fri, 08 May 2026 02:20:42 -0400 https://jobs.socialstudies.org/jobs/rss/22250684/adjunct-business-instructors-business-analytics-and-financial-economics-fremont-california-campus https://jobs.socialstudies.org/jobs/rss/22250684/adjunct-business-instructors-business-analytics-and-financial-economics-fremont-california-campus Fremont, California, Adjunct Business Instructors: Business Analytics and Financial Economics (Fremont, California, Campus) San Francisco Bay University Category: Faculty Type: Part Time Min. Experience: Senior Level Salary: $152.10 per hour About San Francisco Bay University San Francisco Bay University (SFBU), a nonprofit, WASC-accredited university situated in the heart of Silicon Valley in Fremont, California, seeks innovative and experienced Adjunct Business Instructors: Business Analytics and Financial Economics. SFBU's mission is to offer inclusive, innovative, and inspirational education for lifelong careers and our vision is to set the standard as a national model of higher education in service of the common good. At SFBU, students come first. We prioritize students' needs by fostering personal engagement among students, faculty, and staff. We are committed to providing affordable quality education with a deep commitment to diversity, equity, inclusion, and social justice. We encourage you to learn more about SFBU by reviewing our strategic plan at https://www.sfbu.edu/strategic-plan . Position Overview: San Francisco Bay University (in Fremont, CA) is building a pool of qualified adjunct instructors to teach courses in Business Analytics, Decision Analytics, International Finance, Financial Management, Economic Analysis, and Econometrics. We value dynamic, hands-on teaching that leverages cloud tools, simulations, and experiential learning. Instructors should foster interdisciplinary thinking and prepare students for Silicon Valley's fast-paced business environment. Adjunct faculty are expected to create student-centered, interactive learning experiences that move beyond traditional lectures. The Center for Empowerment and Pedagogical Innovation (CEPI) supports faculty in implementing high-impact, engaged teaching practices. Please note: Visa sponsorship is NOT available for this position (applicants must be legally authorized to work in the U.S.). Also, this is a PART-TIME Adjunct Professor position, teaching 1-3 courses per semester. We do not hire from outside of California for this position. Primary Responsibilities: Teaching & Course Delivery Teach business-related courses in analytics, finance, and economics at the undergraduate and graduate levels (on-campus in Fremont, CA). Design inclusive, student-centered instruction using active learning, Universal Design for Learning (UDL), and diverse pedagogical strategies. Maintain updated Canvas course sites and communicate consistently through tools like Zoom and MySFBU. Provide timely grading, feedback, and academic support, including regular office hours. Curriculum & Assessment Recommend innovative learning materials and update course content aligned with SFBU's mission and CEPI's priorities. Contribute to course- and program-level learning outcome assessments and continuous improvement initiatives. Compliance & Recordkeeping Maintain accurate course records and submit grades on time. Comply with university policies, accreditation standards, and applicable laws. Collaboration & Service Participate in university committees, meetings, and collaborative projects with program chairs and colleagues. Professional Development Engage with SFBU's Center for Empowerment and Pedagogical Innovation (CEPI) through workshops and teaching development. Stay current in academic disciplines and represent SFBU through outreach and community engagement. Minimum Qualifications: Master's degree in Business Analytics, Economics, Finance, or a closely related field (doctorate preferred). Minimum of five (5) years of professional experience applying skills in the subject area. Demonstrated experience designing and teaching undergraduate and/or graduate-level courses in both classroom and online formats. Proficiency with instructional technologies, including Canvas, Zoom, and cloud-based business tools (e.g., Tableau, R, Python, SPSS, Excel Analytics). Ability to apply inclusive and student-centered teaching practices, including Universal Design for Learning (UDL), active learning strategies, and culturally responsive pedagogy. Strong written and verbal communication skills, including fluency in academic English and clear, engaging presentation skills. Familiarity with learning assessment practices and experience aligning course content with program learning outcomes. Commitment to supporting diverse student populations and fostering inclusive classroom environments. Willingness to collaborate with SFBU's Center for Empowerment and Pedagogical Innovation (CEPI) and participate in ongoing professional development. Must be available to teach on-site at SFBU's Fremont, California campus and comply with all university, federal, and state policies. Other duties as required. Preferred Qualifications Doctorate in Business, Analytics, Econometrics, Finance, Economics, or a related interdisciplinary field. Five or more years of recent, relevant professional experience applying subject-specific skills in real-world contexts. University-level teaching experience in both in-person and online environments, with a strong track record of active and engaged learning. Demonstrated use of innovative pedagogies such as project-based learning, flipped classrooms, collaborative inquiry, or experiential learning. Experience teaching diverse student populations and applying culturally responsive and inclusive teaching strategies. Familiarity with data analysis and business software tools (e.g., Tableau, Python, R, SPSS, Excel Analytics, CRM platforms). Community college or nontraditional higher education teaching experience. Participation in faculty development or pedagogical innovation initiatives. Knowledge, Skills and Abilities: Demonstrated ability to teach business analytics, finance, economics, and decision sciences at undergraduate and graduate levels using industry-relevant tools (e.g., Tableau, Python, R, Excel, SPSS, CRM platforms). Proficiency in delivering student-centered, inclusive instruction tailored to diverse learning needs and academic backgrounds. Strong presentation and communication skills, with fluency in spoken and written academic English. Commitment to academic integrity, instructional excellence, and continuous pedagogical growth in collaboration with SFBU's Center for Empowerment and Pedagogical Innovation (CEPI). Knowledge of effective teaching strategies, including active learning and culturally responsive practices. Ability to support and mentor a diverse student body with sensitivity to varied cultural and socioeconomic experiences. Compliance with institutional, federal, and state regulations. Physical Characteristics : Must be able to lift and carry up to 20 lbs. The employee is required to crouch, walk, reach, grasp, carry, and push. The employee is occasionally required to sit or stand for long periods. Salary: SFBU compensation for a 3-credit course is $148.51 per hour (appx. 48 hours total/ semester= $7128.48/ course) . Additional compensation for non-instructional training(s). This position description is not intended to cover or contain a comprehensive list of activities, duties, or responsibilities required by the employee. Duties, responsibilities and activities may change, or new ones may be assigned at any time, with or without notice. SFBU is an Equal Opportunity / Affirmative Action Employer: SFBU is committed to providing equal employment opportunities for all employees and applicants. SFBU does not discriminate in employment opportunities or practices based on race, color, religion, sex, age, national origin, disability, veteran status, sexual orientation, or any other characteristic protected by law. In accordance with federal and state disability laws, San Francisco Bay University provides reasonable accommodations to applicants with disabilities. If you require assistance during the application or interview process, please contact SFBU Human Resources at hrmgr@sfbu.edu . To apply, please visit: https://app.trinethire.com/companies/33737-san-francisco-bay-university/jobs/107889-adjunct-business-instructors-business-analytics-and-financial-economics-fremont-california-campus Copyright 2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-a547979c5246314dad964340ba5588ae Fri, 08 May 2026 02:18:31 -0400 https://jobs.socialstudies.org/jobs/rss/22251168/k-6-visual-arts-teacher-long-term-substitute https://jobs.socialstudies.org/jobs/rss/22251168/k-6-visual-arts-teacher-long-term-substitute Los Angeles, California, The John Thomas Dye School K-6 Visual Arts Teacher Long-Term Substitute The John Thomas Dye School, an independent K-6 school located in Los Angeles, is currently seeking a full-time exempt, temporary K-6 Visual Arts Long-Term Substitute Teacher. The John Thomas Dye School’s Mission Statement is as follows: “We look to each day with a commitment to inspire purposeful learning, cultivate character, and celebrate childhood.” The School is fully committed to a culturally diverse faculty and student body.    JOB SUMMARY: The K-6 Visual Arts Long-Term Substitute Teacher will support curriculum planning and educational instruction for all students that meets the objectives of the School’s Mission Statement.  The Visual Arts  Long-Term Substitute Teacher will oversee the needs of students to provide an optimal learning environment.   ESSENTIAL FUNCTIONS :   Specialist Skills/Responsibilities: Demonstrate a repertoire of effective and engaging instructional strategies that meet the needs of all students across K-6 Work cooperatively and supportively with  art co-teachers in implementing a balanced, creative, and challenging Art Studio experience Teach knowledge and skills in art, including drawing, painting, lettering, and art history Plan and implement an enriched, challenging and developmentally appropriate integrated curriculum in collaboration with Art Team Demonstrate the ability to model and deliver rich student-centered, innovative learning experiences  Evaluate student work, both formative and summative assessments, benchmarks and other assessments, to guide instructional planning and promote student success Support the Art Coordinator with all-grade, parent-supported, and additional projects requesting Art Department Support, i.e. Art Docent and Fair Art Attend and help with other arts-related student activities beyond regular school hours - i.e. 6th Grade Musical, special project installations, Annual Sports and Arts Banquet Assist the Performing Arts Team with “Music-4-Lunch-Bunch” including lead-up preparation and show/performance assistance Incorporate appropriate technology including 21st Century Skills to the teaching of content and to the organization of professional responsibilities including maintaining a class webpage    Co-Teaching: Work in partnership with co-teachers, modeling consistent effective teaching with technology, engagement, lesson plan design, use of technology, and online tools Utilize best instructional practices, methods, materials, and technology Hold students to high standards, allowing for differentiation among learning styles Demonstrate a repertoire of effective and engaging instructional strategies that meet the needs of all students Communicate on a regular basis with Co-Teacher and Art Coordinator to discuss student progress, schedule changes, supply and ordering needs, and other department-related content Relate to and communicate well with students, parents, administration, and staff Attend all department, curricular, and faculty meetings Work collaboratively with other teachers, administration, and staff   Classroom Environment  Provide a positive and safe environment for students physically and emotionally that reflects developmentally appropriate classroom management strategies  Support the academic and social-emotional needs of students, including participating in the development and implementation of learning or success plans as needed    Professional Learning  Seek knowledge of current instructional theories and best practices and demonstrate a commitment to professional growth by participating in Professional Development opportunities    Professional Responsibilities  Model professional and ethical standards and 5C’s behavior (Caring, Consideration,Common Sense, Cooperation, and Courtesy) when interacting with students, parents, and colleagues  Exercise excellent writing skills to communicate with colleagues, students, and families and produce detailed narratives regarding student progress Collaborate and communicate effectively with students, parents, administration, staff, and if applicable, outside professionals  Participate in the overall care of students through duties such as morning carpool check-in, recess supervision, and afternoon checkout Participate in parent-teacher conferences, parent nights, open house, admissions events, and other events outside contractual hours at the request of the administration  Support one or more Upper School clubs or activities Other duties as assigned by the Division Heads or Head of School   SKILLS, KNOWLEDGE and QUALIFICATIONS: Bachelor’s Degree in content area, education, or related field Experience as a classroom teacher Strong understanding of Independent school methods and ability to effectively integrate best practices Strong understanding of academic, social, and emotional development of children Strong understanding and use of multiple forms of assessment to inform and drive instruction Technology literate and comfortable with acquiring new technology skills Excellent communication, interpersonal, and presentation skills Strong organization and time-management skills Ability to work independently and as part of a team COMPENSATION AND BENEFITS:   Summary of Benefits: Healthcare Insurance subsidized at 100% for employees Dental/Vision Insurance Flexible Spending Accounts Term Life Insurance of $50,000 paid by JTD (voluntary also available) Short-term and Long-term Disability Insurance Retirement Plan matching (403B) Graduate School Student Loan Forgiveness Daily on-site lunch provided Advanced degree bonus   Professional Development / Additional Compensation Opportunities: Up to $2500 to spend on annual professional development Advanced Degree Tuition Reimbursement Curriculum Development Grants / Committee Work Stipends Travel Grants     JTD is hiring a full-time exempt, temporary long-term substitute faculty staff position. The staff salary range is determined by years of experience and education with a range from $62,000 to $120,000. To apply for this staff position, please email a cover letter and resume to Kendyl Grbac at Kgrbac@jtdschool.org.    The John Thomas Dye School is committed to a diverse faculty and staff that represents our student body and the city of Los Angeles.       Mon, 04 May 2026 19:09:55 -0400 https://jobs.socialstudies.org/jobs/rss/22251137/director-of-equity-and-inclusion-social-studies-teacher https://jobs.socialstudies.org/jobs/rss/22251137/director-of-equity-and-inclusion-social-studies-teacher Berkeley, California, Job Description:  Maybeck High School, a small, independent, college-preparatory high school in Berkeley, seeks a Director of Equity and Inclusion/Social Studies Teacher at 80% beginning July 27, 2026. The Director of Equity & Inclusion plays a key role on the administrative team. This individual will be a strategic leader, systems-builder, and community-oriented facilitator who ensures that Maybeck’s commitments are visible, sustainable, and fully lived across the school. This role balances vision and practice, supporting staff, students, and families through courageous conversations, while embedding equity and belonging into daily school life.  Maybeck’s Mission: We are a vibrant community dedicated to learning, where all forms of diversity can flourish amid mutual support, respect, and responsibility. Through our small classes, high expectations, academic excellence, and programs outside the school, students prepare for college and acquire the tools to engage actively and creatively in the wider world.  Maybeck values experiential education, beginning and ending the year with all-school camping retreats, holding two weeks of immersive learning “Special Programs” in March, and engaging students in a range of elective activities on the weekends.  For more information about Maybeck High School, visit maybeckhs.org . Job Responsibilities: Lead, maintain, and strengthen existing structures (bias protocols, inclusive hiring practices, affinity programs, school-wide programs, etc.), ensuring consistency and institutional memory. Provide strategic leadership on development and implementation of DEI programs and accountability; leads visioning on upcoming strategic planning processes for DEI goals. Helps establish benchmarks for measuring plan effectiveness and builds upon and/or develops rubrics for achieving benchmarks. Partner with Dean of Faculty and Director of Learning Support to coach staff in translating DEI vision into daily practice; provide tools and support for navigating complex conversations and working with staff to ensure curriculum is culturally responsive, representing a wide range of voices and histories, and instruction supports and nurtures all identities.  Partner with the administration team to clarify and advance Maybeck’s equity and inclusion vision, growing from strong values, to sustainable systems, to a bold culture of equity and inclusion.  Family & Community Engagement: Build alignment with families through education, communication, and dialogue, along with supporting family affinity groups.  Collaboration: Work closely with the admin team, Diversity & Equity Committee, Student Support Team and others to ensure shared responsibility for E&I initiatives. Student Leadership & Well-Being: Work with the Diversity & Equity Committee to support students as changemakers by fostering opportunities for agency, identity development, and advocacy; develop strong relationships with students and support their needs around belonging and inclusion. Assembly & Programming: In collaboration with the Diversity and Equity Committee, organize guest speakers, workshops, and school-wide events that celebrate diversity and foster a community of learning.  Community Engaged Learning Program: Partner with a team of leaders to continue implementing curriculum and programming related to community engagement and service learning.  Desired:   Depending on the person’s background and experience, this position would ideally include teaching two semesters of 10th Grade Ethnic Studies and one Social Science elective course per semester connected to the Director of Equity & Inclusion’s area of interest and expertise. Desired Qualifications: Relational leader with strong listening and facilitation skills who leads with patience, humor, resilience, and compassion A systems-thinker who can guide the school toward institutional equity and belonging Ability to hold complexity and maintain focus, hold multiple perspectives, and discomfort Skilled at coaching, conflict navigation, and building capacity in others Strong understanding of equity and inclusion in independent school contexts Experience in social work or school counseling is a plus, but not required Position Details: All staff members at Maybeck High School are compensated according to a step scale based on years of experience and degrees earned. The 80% scale ranges from $66,300 to $101,516 based on background and experience. This 80% position includes medical, dental, and vision benefits, FSA/HSA, life insurance, and a 401K with generous employee match. Master’s Degrees earn an additional $800, PhDs: $1,600. Administrative staff have generous vacation in the summer and flexible hours during school breaks throughout the year. Maybeck sends staff yearly to various professional development opportunities based on staff member’s interests. Mon, 04 May 2026 17:00:23 -0400 https://jobs.socialstudies.org/jobs/rss/22249536/undergraduate-student-services-advisor-5157c-ieor https://jobs.socialstudies.org/jobs/rss/22249536/undergraduate-student-services-advisor-5157c-ieor Berkeley, California, Undergraduate Student Services Advisor (5157C) - IEOR 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 Industrial Engineering and Operations Research (IEOR) Department is an academic department within the College of Engineering. With over 20 active tenure-track faculty, as well as emeriti, lecturers, and visiting scholars, IEOR serves approximately 85 Master of Engineering (MEng), 150 Master of Analytics (MAnalytics), 75 MS /PhD, and 350 undergraduate students. At Berkeley IEOR, we expand the frontiers of optimization, stochastics, and data science to solve grand challenges in transportation logistics, supply chains, healthcare, energy, robotics, finance, and risk management. This position serves as the primary student services advisor for IEOR for any and all events, activities, and tasks related to Undergraduate student affairs. Responsibilities include providing a wide range of student services duties and responsibilities for an academic department/school/college or organization. This position provides assistance to the dean/chair, faculty, other staff, and students in academic advising, recruitment, admissions, financial aid, the evaluation and awarding of citations, prizes, and fellowships and block grant funds, student orientation and events, career counseling, and related programs. In addition, in close coordination with the IEOR Graduate Student Services team, this position is responsible for recruiting and hiring ASEs (GSI's and Readers) for all department courses each semester; and at times, provides additional staff support for graduate student (MS, MAnalytics, and PhD) all-hands events, orientations, and related programs. Finally, this position provides scheduling, enrollment management, and curriculum support, working closely with the chair and other faculty to comply with department, college, and COCI requirements and other curricular processes and deadlines. This individual functions independently with a minimum of supervision and must be able to solve complex and unprecedented problems. This position is expected to make decisions and recommendations autonomously and proactively. Must have strong communication skills to accurately and sensitively convey information to students, faculty, staff and other university offices regarding undergraduate student affairs, curriculum, course scheduling, and ASEs. The position may oversee non-academic student employees. The position will interact closely with the entire IEOR department team, Engineering Student Services (ESS), and central campus undergraduate affairs units. Assignments are made by the Department Manager. Application Review Date The First Review Date for this job is: May 15, 2026 - Open Until Filled Responsibilities Academic Advising: Identifies and refers for resolution intricate student issues / grievances such as alleged discrimination, complex grade dispute issues, and students' personal crises; recommends petition exceptions that affect the requirements of multiple departments; facilitates new course approval through interaction with the Coordination of College Policy, Academic Senate, or similar organization. Serves as the primary student services advisor for IEOR undergraduate students in both the BS major offered in the College of Engineering (CoE), and the BA (Analytics) major offered in the College of Letters and Sciences (L&S), and thus requires deep knowledge of the policies and procedures in both CoE and L&S with regard to student advising. In addition to UG support, this position supports the 5th-year MS degree program which accepts a small number of UG IEOR majors for an additional year at the graduate level to earn a MS degree. This includes acting as an information resource, consultant, and often confidante to students, many of whom are international. Recognizes the potential for grievances or downstream issues and proactively finds alternative processes and actions that can minimize, avoid, or completely eliminate such problems. Academic Administration: Administers various aspects of all IEOR courses (UG and Graduate), including scheduling courses, monitoring enrollments, scheduling classrooms (general assignment inventory and non-general assignment space), and serves as liaison to faculty/lecturers. Ensures that faculty enter grades for courses in a timely manner. Coordinates course evaluations. Orders course materials, including readers and books, as needed. Acts as main resource for IEOR students with course enrollment issues or questions. Obtains and submits course grades and distributes and processes evaluations of instructors and assistants for all courses. These course evaluations are a vital part of regular faculty/instructor merit, promotion, and advancement reviews; thus, this role and these tasks are vital to the department as a whole. In close collaboration with Graduate Student Services team and the department manager, lead the recruitment, assignment, and hiring of ASEs (GSIs and Readers) each semester, as part of graduate student financial support. (Please cross-reference Financial Aid section below.) Courses, Curriculum, Enrollment: Responsible for all duties associated with course scheduling. Devises curriculum planning in collaboration with the department chair, faculty, and with other departments, to ensure students' progress through course sequences, avoiding conflicts, and ensuring compliance with campus-wide policies. Prepares preliminary and final class schedules for each semester, planning specific class times to minimize conflicts in student and faculty schedules. Independently manages departmental classroom space and scheduling and prepares final schedule of classes for the whole department. Given the decreasing inventory of general assignment classrooms, increased enrollments overall, and growth in the number of IEOR degree programs as well as Data Science student demand, there are growing challenges in scheduling, curriculum, teaching assignments, and enrollment overall. Using prior knowledge and experience in course and room scheduling, optimize the assignment of classroom space for maximum coverage. Gathers data and materials to support the chair and head undergraduate advisor in preparing the ABET (accreditation), as well as contributing data and materials to support other strategic planning or periodic academic program reviews (APR), which occur every 10 years. IEOR is due for another APR between 2026-2028 and the department has launched its initial kickoff in April 2026. Recruitment and Admissions: Advises department on outreach strategies, and helps identify targeted institutions to meet organization's goals; coordinates, reviews and advises chair and faculty on transferability and applicability of non-UC courses. Monitors trends in admissions and distribution of students. Works with the UG and graduate division to develop annual enrollment targets and admissions allotments, with careful consideration to resource constraints. Coordinates recruitment activities. Plans and implements complex, high-visibility student events such as commencement reception, Cal Day, the 'open house', for undergraduate student recruitment, and orientations. Participates actively in IEOR graduate and CoE recruitment and orientation programs; i.e., goes beyond UG events alone. Applying advanced student services concepts, provides the most complex student services to the organization's management, faculty and students. This may include, recent challenges have been raised by the use and potential abuse of AI in midterms and final exams; faculty seek guidance regarding student conduct policy, which has become an increasingly vital component in this role. Provdes guidance faculty seeking greater guidance is with the recent changes in compliance for web-based 'digital accessibility'. With stricter legal requirements coming into effect this month regarding any and all digital materials uploaded to bCourses, this position needs to stay abreast of best practices developed inhouse, within CoE, and across campus. Finally, given the large international student population in our department, this position is responsible for advising students, faculty and other staff on highly complex visa and immigration policies and procedures, and helping interpret UC and government regulatory requirements that affect students. Keeps abreast and up-to-date on any relevant policy changes impacting international students and scholars; knowledge and additional policy resources are shared regularly with faculty, students, and other staff. Within an academic department, provides and makes recommendations for the improvement of BS/BA degree programs. Advises chairs on the formulation of department policy on areas needing clarification and identifying solutions; analyzes the consequences of organization's academic policies: recommends new or changed policies; and recommends solutions to organization's problems without precedent. Our department, IEOR, offers multiple courses that can be taken for credit towards other degree programs; e.g., the Data Science UG degree. Given the unprecedented growth in that major, which has become one of the largest on campus, the demand for certain IEOR courses has constrained and greatly tightened enrollments. In addition, many students are unclear about the distinctions between Data Science, Statistics, IEOR, or Analytics UG major requirements. The role of student advising here is to make these subtleties and distinctions as clear as possible to avoid redundancy in curriculum planning and over-enrollments. Financial Aid: Given the direct role of hiring all ASEs for each semester, provide department Chair with information needed to support annual TAS request. Administers the annual department undergraduate student awards/prizes, including Departmental Citation, Outstanding ORMS student, and other awards/prizes, both administering and issuing student financial aid stipends but also integrating these awards into the ceremony at the Commencement event. Use knowledge of funds, block grants, fellowships, and gift funds to stay within yearly budget constraints and to alert department manager and/or financial analyst to avoid deficits. Career Counseling: Advises department management regarding enhancement of the organization's strategic plan for career counseling and placement services. Utilizing an in-depth knowledge of the field, counsels students on post-degree employment opportunities and practices. Required Qualifications Bachelor's degree in related area and / or equivalent experience / training. Advanced knowledge of advising and counseling techniques. Skills in project management, social perceptiveness to be aware of others' reactions and understanding why they react as they do. Ability in problem identification and reasoning; ability to develop original ideas to solve problems, persuasion, leadership. In-depth knowledge of the field's post-degree employment opportunities and practices. Knowledge of University-specific computer application programs and knowledge of University and departmental principles and procedures involved in risk assessment and evaluating risks as to likelihood and consequences. Interpersonal skills. Multicultural competencies; ability to work with diverse populations. Advanced knowledge of complex visa and immigration policies, procedures and regulatory requirements for international students and scholars. Advanced verbal and written communication skills. Preferred Qualifications Skills in monitoring / assessing people, processes or services, to make improvements. 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 salary or hourly range that the University reasonably expects to pay for this position is $72,600 to $102,000 yearly ($6,050 to $8,500 monthly). This is a 100% FTE career position eligible for full benefits. This position is FLSA Exempt and paid monthly. Other Information This position is covered by the collective bargaining agreement between UAW (United Auto Workers) and the University of California Regents for SV. 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=86023&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-0086a7b4ff31c143a594c407ac9dfdab Fri, 08 May 2026 02:37:45 -0400 https://jobs.socialstudies.org/jobs/rss/22249624/lower-school-music-teacher https://jobs.socialstudies.org/jobs/rss/22249624/lower-school-music-teacher Huntingtown, Maryland, Lower School Music Teacher    Reporting to the Lower School Head, The Calverton School in Huntingtown, Maryland is seeking a full-time Lower School Music Teacher for the 2026-27 school year.  We are seeking a passionate and dedicated music teacher to join our dynamic educational team. The music teacher will play a crucial role in music instruction, student engagement, and performance preparation of events. The candidate will work collaboratively with administration, teachers, parents, and other support staff to implement effective instruction that promotes a positive and inclusive learning environment  that aligns with Calverton’s mission, values, and strategic vision.     Responsibilities and Essential Functions:   Teach music concepts?to students in grades PreK-5, following the Calverton curriculum   Classroom instrumental instruction including unpitched percussion, Orff ensemble, recorder, ukulele, guitar, and keyboard.   Conduct music classes?following a curriculum that develops musical skills and appreciation for diverse musical genres and cultures while engaging all students   Direct school performances?including concerts, assemblies, and special events throughout the school year   Manage classroom behavior?and create a positive, inclusive learning environment where all students feel welcome to participate   Assess student progress?through observation, participation, and performance-based assessments; maintain accurate records and communicate with families about student growth   Collaborate with other special area teachers and classroom teachers?to integrate music into core curriculum and support school-wide initiatives and events   Maintain instruments and equipment, ensuring proper care, storage, and safety of all musical materials and technology    Strong musical ability with proficiency in at least one instrument; keyboard and guitar skills strongly preferred   Knowledge of music pedagogy and child development across elementary grades   Excellent communication skills for working with students, families, staff, and community members   Organizational and time-management skills to juggle multiple classes, rehearsals, and performances   Creativity and flexibility to adapt instruction and engage diverse learners and design new and exciting performances    Possess experience and a passion for working with lower school students and find joy in supporting their overall academic, social, emotional, and ethical development   Create a caring classroom community through thoughtful relationships with each student and family   Provide engaging, diverse, and student-centered learning experiences and have solid pedagogical practice to drive joyful and hands-on learning focused on skill, inquiry, and confidence-building   Promote principles of diversity, equity, inclusion, and belonging in both curriculum and classroom culture   Engage actively in professional development – individual and school-wide – and bring a growth mindset to furthering knowledge of best educational practices   Attend all divisional, departmental, and school faculty meetings including professional development days   Participate broadly in the life of the school by attending events, chaperoning, supervising, advising, coaching, and sponsoring clubs      Qualifications:   Bachelor's degree in Music Education or similar field    Minimum of 2-4 years teaching experience.   Experience with Kodaly, Orff, and Dalcroze is preferred   Experience directing theater productions preferred   Knowledge of multi-sensory teaching methodologies.    Strong organization and time-management skills   Enthusiasm for working with lower school students   Educational philosophy that aligns with the mission, values, and vision of Calverton    Proficient user of technology   Collaborative and effective communication in working with students, teachers, administrators, and families    An ability to contribute positively to a student-centered learning environment   Must pass Federal and State background check along with MSDE Employment History Review     About The Calverton School:   The Calverton School is an independent, co-ed day school with a small residential program in which 349 students age 3 to Grade 12 partner with dedicated teachers on a beautiful 150-acre campus in Huntingtown, Maryland. Our southern Maryland location enables Calverton to attract a diverse student body from five counties to our learning community where student grow through a culture of respect, challenging yet well-rounded academics, and shared experiences. The Calverton School aims to instill in students intellectual curiosity, personal responsibility, and a strong work ethic to prepare for higher education and citizenship in a democratic and global community.   Calverton seeks growth-minded professionals who will support our educational mission and values, who are committed to supporting the whole student, and who are excited to join and contribute to a small PreK-12 th  grade learning community. Calverton is committed to a diverse and inclusive community and seeks applications for all positions from candidates who will contribute to an environment in which all are valued and supported.     To apply:   Interested candidates should send cover letter, resume, and names of three professional references to Alissa Lambert at alambert@calvertonschool.org       Sun, 03 May 2026 15:49:35 -0400 https://jobs.socialstudies.org/jobs/rss/22249461/assistant-associate-full-professor-tenure-track-and-scholl-endowed-chair-finance-26-27 https://jobs.socialstudies.org/jobs/rss/22249461/assistant-associate-full-professor-tenure-track-and-scholl-endowed-chair-finance-26-27 Chicago, Illinois, DePaul University Assistant/Associate/Full Professor (Tenure Track) and Scholl Endowed Chair - Finance (26-27) Full-time Faculty Positions Full-time faculty positions will be posted on a per-opening basis. Postings are organized by college/school and department. Applicants will be evaluated at the college/school level for the position which they are submitting an application. Unless noted by a close date, positions will remain open until they are filled. Qualified applicants are encouraged to apply. Part-time Faculty Positions DePaul University invites expressions of interest for a pool of qualified Part Time Faculty to teach courses in a variety of disciplines across all 10 colleges and schools. Individuals may enter expressions of interest by submitting their credentials to any posting for which they are qualified to teach. Postings are organized by college/school and department. Screening of individuals in the pool is ongoing, depending on curricular need and funding. Individuals will be contacted by the department if they reach the finalist stage for teaching a particular course or set of courses. The pool will remain in place until the closing date specified in the posting details; those interested in remaining in the pool beyond that time must resubmit. All individuals in the pool will be notified by email when the posting is closed. Below you will find the details for the posting including any supplementary documentation and questions you should review before applying for the opening or submitting your interest in teaching. To apply for the position, please click the Apply for this Job link/button. Apply for this Job Posting Details Job ID: 182504 Rank: Assistant/Associate/Full Professor College/School: Chicago, IL - Driehaus College of Business Position Description: .indent-list ul {list-style-position:inside;} The Department of Finance and Real Estate in the Driehaus College of Business at DePaul University invites applications for a tenure-line faculty position in finance in all areas of specialty and at all ranks (Assistant Professor, Associate Professor, and Professor). Candidates meeting criteria will also be considered for the Scholl Endowed Chair in Finance if the rank is Associate Professor or Professor. Located in the center of Chicago's downtown, DePaul's Driehaus College of Business immerses students in one of the world's great business centers to provide transformative, hands-on educational experiences. Enrolling over 5,400 students, Driehaus's undergraduate and graduate programs are highly ranked and nationally recognized. Founded in 1912, Driehaus was among the first 10 business colleges in the United States and the first at an American Catholic university. The Driehaus mission is to empower students to become socially responsible leaders who make an impact in their communities. Guided by our Catholic and Vincentian values and aided by our deep roots in the City of Chicago, we deliver a cutting-edge business education, generate pathbreaking research, and collaborate closely with our community and industry partners to drive positive social outcomes. Visit https://business.depaul.edu/Pages/default.aspx Responsibilities Deliver high-quality undergraduate and graduate courses in the various areas of finance. Develop and maintain an active research agenda that results in quality journal publications. Collaborate with colleagues and actively contribute to the intellectual life of the department. Participate in service activities at all levels (departmental, college, and university-level). Contribute to the support of the department's student recruitment and retention efforts. Contribute to the overall success of the department and college by participating in workshops, events, and other relevant activities. Qualifications: Required Qualifications Ph.D. in Finance, Economics, or a related field. Demonstrated potential for making significant contributions to the field of finance. Strong teaching skills and a commitment to excellence in undergraduate and graduate education. Application Instructions: Interested candidates should submit Cover Letter detailing interest in the position Curriculum Vitae Names and contact information of three individuals prepared to provide letters of recommendation A representative sample of teaching evaluations Research papers Considerations: A candidate hired at the rank of Associate or Professor may also be appointed as the Scholl Endowed Chair. Appointment as the Scholl Endowed Chair carries an academic year stipend ranging from $40,000 - $75,000 for each year the incumbent serves as the endowed chair. The length of term is five years, and upon expiration of the first term, a review will follow, where it may be renew for another three years. There is no limit on the total number of renewal periods an incumbent may seek. In addition, the holder of the endowed chair would receive four course releases per year while serving as the endowed chair. Should an incumbent cease to serve as the endowed chair, by election or administrative decision, the teaching load would recalibrate to the College's research productivity level. Assistant level hires will not be considered for the endowed chair. General Compensation/Benefits Statement: DePaul University has provided a compensation range that represents its good faith estimate of what the University may pay for the position at the time of posting. The salary offered to the selected candidate will be determined based on factors such as (but not limited to) the qualifications, education, experience, and training of the selected candidate, the scope and responsibilities of the position, departmental budget availability, internal salary equity considerations, and available market information. DePaul University offers excellent benefits, including medical, dental, retirement, paid time off, and tuition benefit. Further information regarding benefits can be found here: https://offices.depaul.edu/human-resources/benefits/Pages/default.aspx . About DePaul University's Academic Calendar: Except for the College of Law, DePaul University operates on a quarter system. Classes in Autumn, Winter, and Spring quarters are 11 weeks in length (including finals week) and Summer courses, in two sessions, are typically 5 weeks in length. The College of Law operates on the semester system. Classes in the Fall and Spring semesters are 16 weeks in length (including finals week) and it offers a Summer Session of 7 weeks (including final exams). Salary Information: The salary range for this 10-month position at the Assistant Professor level is $185,000 - $230,000, Associate Professor level is $192,000 - $250,000 and Full Professor level is $265,000 - $304,000, commensurate with qualifications and experience. Applicant Documents Cover Letter(1) C.V.(1) Student evaluations(1) Writing Sample(3) Contact Reference(1) Append string: DePaul University is an Equal Opportunity employer with a strong commitment to hiring for our mission and diversifying our faculty and staff. All qualified applicants will receive consideration for employment without regard to race, color, religion (except where religion is a bona fide occupational qualification for the job), national origin, sex, age, disability, marital status, sexual orientation, gender identity, protected veteran status or any other factor protected by law.  PI284283156 Fri, 08 May 2026 02:25:46 -0400 https://jobs.socialstudies.org/jobs/rss/22249628/upper-school-history-teacher https://jobs.socialstudies.org/jobs/rss/22249628/upper-school-history-teacher Encino, California, Our Mission Westmark School is a creative and supportive college preparatory school dedicated to educating, empowering, and celebrating students with distinct learning styles, providing the tools necessary to achieve successful and fulfilling futures. Position Summary Westmark School seeks a dynamic Upper School History Teacher with strong content expertise and a passion for working with neurodiverse learners, particularly students with language-based and attentional differences. This Upper School role includes teaching five classes in Grades 9–12 and delivering a skills-based history curriculum that builds reading, writing, executive functioning, research, social-emotional, and technology skills. The ideal candidate has experience providing explicit, high-quality reading and writing instruction. Westmark’s holistic approach allows flexibility in selecting literature and historical content to strengthen foundational academic skills. Candidates should demonstrate knowledge of current research and best practices in literacy instruction, as well as experience with language-based learning differences or special education settings. The role also requires integrating executive functioning support and using a Universal Design for Learning approach. Position Start Date: August 5, 2026 Essential Duties and Responsibilities Teach five sections of Upper School History across the grade levels to students with language-based and attentional learning differences. Serve as an Advisor and deliver daily Advisory lessons. Utilize and monitor student data to inform instruction. Submit weekly lesson plans to the History Department Chair and Division Director. Integrate technology into the curriculum following best practices. Maintain class page through the School’s learning management system (LMS) to meet the requirements of Westmark School. Update and post daily to the LMS class grade book. Communicate with parents, History Department Chair, Instructional Coaches, Advisors, and Division Director regarding students’ behaviors, academic concerns, and academic progress. Use behavior management systems that are effective with students with language-based learning differences. Provide a positive environment that encourages students to actively participate in their own learning. Ensure that all curriculum and instruction are examined through the lens of Westmark’s strong commitment to Diversity, Equity, Inclusion, and Belonging (DEIB). Participate actively in all ongoing professional development activities. Model professional and ethical standards when dealing with students, parents, peers, and the community. Additional responsibilities and duties as assigned. Qualifications A minimum requirement of a bachelor’s degree in Education, with a preference for a special education credential or a master’s degree in Education Credential, graduate degree, or extensive experience in the field of special education and/or learning differences. Minimum of 5 years of classroom teaching experience, preferably in teaching high school students. A strong desire to be part of a collaborative team. Knowledge of multi sensory teaching methodologies. Experience with technology, specifically iPads, Macs, PCs, and SMART Technologies. Excellent communication, interpersonal, and presentation skills. Strong organization and time-management skills. Experience and training with the Jane Schaffer Writing Program© and University of Kansas Sentence Writing Program© preferred. Knowledge of the Universal Design for Learning framework. Physical Demands and Work Environment The physical demands and work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions for the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Physical demands: While performing the duties of this job, the employee is required to sit in on meetings and work on a computer for long periods of time, and is occasionally required to walk, reach with hands and arms, balance, stoop, talk, and hear. The employee must occasionally lift and/or move up to 15 pounds. Specific vision abilities required by the job include close vision, distance vision, and the ability to adjust focus. How to Apply Submit your cover letter and resume by email to careers@westmarkschool.org Westmark School is an equal opportunity employer and makes employment decisions on the basis of merit and job performance. School policy prohibits discrimination based on race, color, creed, gender, gender identity or expression, religion, marital status, age, national origin or ancestry, physical or mental disability, medical conditions (including genetic characteristics or information), sexual orientation, or any other consideration made unlawful by federal, state, and local laws. Sun, 03 May 2026 17:40:52 -0400 https://jobs.socialstudies.org/jobs/rss/22249421/faculty-member-psychology https://jobs.socialstudies.org/jobs/rss/22249421/faculty-member-psychology Frederick, Maryland, At Frederick Community College we proudly serve the educational needs of our students, help develop the economic vitality of our local communities, and enrich the lives of Frederick County residents. Each year, more than 16, 000 students take a diverse scope of courses at Frederick Community College, located in Frederick, Maryland. Our vast range of courses includes quality instruction in more than 85 degree and certificate programs as well as workforce training and continuing education to meet the needs and interests of our community members. FCC proudly embraces and showcases academics, arts, athletics and more to provide pathways to success for all students. Each year we provide direct service to thousands of residents and indirect services to countless more. We credit our ability to deliver these services to the strength and commitment of our people. We invite you to explore all that we have to offer! Relocation Provided?: No Position Summary: Position Summary: The Psychology faculty position supports the Social Sciences programs and strategic operation of the School of Public Service, Social Sciences and Education Faculty work as members of an instructional team of full- and part-time colleagues to consistently deliver high quality instruction to students. This position is part of the full-time faculty collective bargaining unit. Working conditions (including teaching load) are governed by the UAMD - FCC collective bargaining agreement. The work that belongs to the bargaining faculty includes, but is not limited to, teaching, mentoring, advising and other instructional duties and assistance to students; professional service, including developing and maintaining the integrity of the curriculum and degree requirements, assessment and accreditation and other duties related to departmental and college organization and operation; discipline-appropriate scholarly and creative activity; other professional engagement in the broader life of the College community to maintain and continually work to improve the academic standards of the College and foster the conditions that enable the best possible College experience for students. Essential Duties and Responsibilities: The primary focus of full-time faculty is on effective teaching and the many closely related activities essential to the discharge of this obligation. These activities include academic assessment, cooperation with the College's requirement to comply with state, federal and local laws and regulations and curriculum development. Other critical faculty responsibilities may include but are not limited to implementation of new pedagogical delivery techniques, service on department, campus, or College committees; participation in student, course, and program outreach activities in the College and community; the development and implementation of strategies for student success; general student advising; and professional development. 1. Teach core introductory general education courses as well as intermediate (200) level courses in Psychology. 2. Facilitate student mastery of core learning outcomes using the most relevant and scholarly tools available. 3. Contribute to the development, planning and implementation of a high-quality curriculum. 4. Actively engage students in critical thinking, meta-cognitive processes and advancement of critical communication skills. 5. Model and cultivate open-minded inquiry, an appreciation for diverse perspectives, and creative problem-solving. 6. Attend and participate in department meetings, Commencement, Convocations, time sensitive meetings call by administration, student open houses, orientations and administrative days. 7. Maintains a current level of knowledge and evidence-based educational practices for courses/subjects taught. 8. Uphold and contribute to the Frederick Community College Strategic Plan. 9. Demonstrates positive attitudes and uses effective skills in human relations with students, colleagues, administrators, and members of the community. 10. Performs other work-related duties as assigned. Salary: $70,000-$75,000 annually. FCC offers a generous benefits package which includes medical insurance, dental and vision plans, waiver of FCC tuition for employee and eligible dependents, tuition reimbursement, generous leave benefits, retirement plans, and more! Frederick Community College prohibits discrimination against any person on the basis of age, ancestry, citizenship status, color, creed, ethnicity, gender identity and expression, genetic information, marital status, mental or physical disability, national origin, race, religious affiliation, sex, sexual orientation, or veteran status in its activities, admissions, educational programs, and employment. Frederick Community College, an equal opportunity employer, values campus diversity in students and staff and encourages members from historically under-represented groups to apply. Fri, 08 May 2026 02:17:39 -0400 https://jobs.socialstudies.org/jobs/rss/22249627/assistant-director-of-sustainability https://jobs.socialstudies.org/jobs/rss/22249627/assistant-director-of-sustainability Basking Ridge, New Jersey, About Pingry The Pingry School, a prestigious K-12 coeducational, independent day school with a rich history dating back to its founding by Dr. John F. Pingry in 1861, stands at the forefront of academic excellence in the United States. With campuses located in Basking Ridge, Pottersville, and Short Hills, New Jersey, Pingry is celebrated for its academic programs, a student-written Honor Code that underpins our community values, and a comprehensive commitment to arts, athletics, community, and civic engagement. Our mission is to inspire in our students a lifelong passion for learning, personal development, and social responsibility, preparing them to be global citizens and luminaries of the 21st century. Rooted in relationships and guided by our foundational philosophy, Pingry is a vibrant community of more than 1,200 students hailing from over 90 towns across New Jersey and New York. At Pingry, we are united by a love of learning and a commitment to preparing students to navigate the complexities of the 21st century with confidence and integrity. For more information, we invite you to visit our website at pingry.org or connect with The Pingry School on Facebook, X, and Instagram to discover why we love school. Assistant Director of Sustainability The Pingry School | Basking Ridge, Pottersville, and Short Hills, NJ Position Summary At The Pingry School, sustainability is not just a policy; it is a living laboratory. The Assistant Director of Sustainability is a high-visibility leadership role designed for an educator and advocate who thrives on building community and inspiring student action. This is a full-time, 12-month position that serves as the "face and voice" of Pingry’s environmental commitment. Reporting to the Director of the Pottersville Campus, you will lead the charge in making sustainability accessible, exciting, and deeply integrated into the student experience. While this role primarily focuses on leading and mentoring our Middle and Upper School students, it is deeply rooted in collaboration; you will work in close partnership with our Lower School experiential educators to ensure a cohesive, school-wide approach to environmental stewardship. Whether you are in the Basking Ridge garden, leading a climate-action seminar, or strategizing new initiatives in Pottersville, you are the primary "influencer" driving our ecological literacy and global citizenship goals. We are seeking a dynamic, student-centered leader who can bridge the gap between high-level environmental theory and hands-on, muddy-boots practice. You are the right person for this role if: You are an Architect of Sustainability Education: You can design a "sustainability arc" that is as exciting for a 6th grader as it is for a senior. You see every campus acre, from the greenhouse to the stream, as a classroom. You are Student-Centered: You thrive on being the primary mentor for our Green Teams, environmental clubs, and independent researchers. You measure success by the agency you cultivate in students and by tracking tangible program outcomes. You are a "Do-er" with Vision: You aren't afraid of the daily labor of farm care, but you are also thinking two years ahead about how to advance the school’s strategic climate goals. You are a Cross-Functional Collaborator: You partner with Faculty, Department Chairs, the Ex Ed Team, Divisional Leadership, and the Communications team to integrate sustainability into the 6–12 curriculum, immersive programs, and summer sessions, while amplifying these efforts through vibrant storytelling. You are a Strategic Communicator: You recognize that data is most powerful when it tells a story. You partner with the Communications Department to amplify Pingry’s sustainability journey, making our collective impact visible, vibrant, and inspiring to the entire community. Primary Responsibilities Education & Student Engagement Lead the Conversation: Teach one full-year course in the Middle or Upper School, one Middle School Discovery course, and lead an Upper School Spring Intensive or Middle School Project Week experience. Empower Student Leaders: Co-lead the Middle and Upper School Green Teams; mentor students engaged in climate action, research, and environmental justice projects. Curriculum Architect: Build a cohesive 6–12 sustainability arc and partner with faculty to weave environmental stewardship into every department, including Global Programs The "Face" of Sustainability: Lead professional development and community events (alumni, parents, and students) to grow the program’s internal brand. Adventure-Based Learning & Community Growth: Facilitate transformative experiences outdoors at the Basking Ridge Campus and the Pottersville Campus. At Pottersville, facilitate on the High Ropes Course as a certified L1 or L2 Practitioner in support of Pingry students and Auxiliary/Summer programs, ensuring the course serves as a bridge for community engagement and leadership development. Farm & Garden Operations (Basking Ridge & Pottersville) Basking Ridge: Oversee the garden as a production and education site (poultry care, curricular beds, harvesting for the dining hall, and composting). Manage the Farm Intern and coordinate summer student interns. Strategize for streamlining systems. Maintain operations during school breaks. Pottersville: Shape the "agricultural hub" at our Pottersville campus, overseeing the greenhouse, pond/stream ecosystems, and livestock care, as well as facilitating and supporting outdoor learning experiences.  Summer Continuum: Maintain continuity of the gardens and farm-based summer programming during the 12-month cycle. Strategic Administration & Operations Institutional Stewardship: Partner with Facilities, Dining Services, and Operations to implement waste reduction and carbon emission strategies. Project Management: Coordinate the logistics of year-round programming across all three campuses. Qualifications Education: Bachelor’s degree required; Advanced degree in Environmental Studies, Agriculture, Sustainability, or Education preferred. Pedagogical Skill: Demonstrated experience with—or a strong interest in—student-centered, inquiry-based teaching models. You possess a deep understanding of Middle and Upper School developmental needs and know how to transform "outdoor work" into a sophisticated intellectual pursuit. Inclusive Excellence: A deep-seated commitment to cultivating a culture of belonging where every student feels seen and valued. This includes the ability to design inclusive, outdoor, and "living laboratory" learning environments that ensure all students, regardless of background, feel confident and capable in environmental science and stewardship. Community Mindset: Exceptional interpersonal skills and the ability to work cross-functionally with diverse constituency groups—from Facilities and Dining Services to faculty and parents—in strict alignment with Pingry’s Mission and Honor Code. Digital Fluency & Innovation: Proficiency in educational technology (Google Suite, Canvas/Veracross). You have a demonstrated interest in using digital tools to track sustainability data, visualize environmental impact, and evolve how technology can enhance (rather than replace) the hands-on learning experience. Adaptability: The ability to thrive in a fast-paced environment and a willingness to pivot instructional or operational strategies to meet the evolving needs of the students, the climate, and the farm. Environmental Management: Deep familiarity with gardening, composting, and animal husbandry; willingness to learn the specific systems in place at Pingry. Adventure Mindset: Comfort and willingness to support the High Ropes Course as a certified L1 or L2 Practitioner. Certification can be secured after employment begins. Schedule: Ability to work a 12-month schedule, including occasional evenings and weekends aligned with farm care, retreats, or community events. Guidance for Applicants When applying, we want to see. your passion for working with students to understand and bring about positive change In your cover letter or portfolio, please highlight: How you have successfully engaged students in sustainability projects that they eventually "owned" themselves. Your philosophy on using physical land (farms, woods, gardens) to teach complex global topics. How you balance the "tactical" (weeding, feeding animals) with the "strategic" (leading school-wide climate goals). Qualified candidates are invited to apply online at https://www.pingry.org/careers .  The salary range for this position is $80,000-$110,000. Final compensation will be determined based on experience and education.  Pingry offers a comprehensive benefits package to full-time employees, including, but not limited to, medical, dental, and vision coverage; retirement plans with employer matching; life and disability insurance; tuition remission for employees' children; and access to wellness and professional development resources. A full list of benefits is available at www.pingry.org/careers. Sun, 03 May 2026 17:39:12 -0400 https://jobs.socialstudies.org/jobs/rss/22247862/senior-undergraduate-academic-advisor https://jobs.socialstudies.org/jobs/rss/22247862/senior-undergraduate-academic-advisor , The Chase Center seeks an enthusiastic and experienced Senior Academic Advisor capable of guiding students through its degree programs and towards a successful career. The Chase Center is a multidisciplinary university center that conducts teaching, research, and public programming concerning the core texts and great debates of Western civilization; the principles, ideals, and institutions of the American and Ohio political order; and the foundations of responsible leadership and informed citizenship. It is an independent academic unit of the University. The Center is a leader of the growing cadre of similar schools of civic thought in Ohio and throughout the country. It expects to launch its first major, a BA in Civics, Law, and Leadership in fall 2026 and is in the process of developing subsequent majors in Great Books and Ideas and Classical and Liberal Arts Education. This position, as with all members of the Center, should embrace the Centers mission. The Advising Support Specialist will: serve as an expert and interpreter for students on university policies and procedures, program and degree requirements, and related academic matters. proactively communicate with students, providing one on one tailored advising to help students fulfill general education and major requirements. proactively communicate with faculty and other support staff about important deadlines, changes in scheduling, and protocols concerning student success. promote and explore career opportunities for our majors, providing general career counseling and ensure students have access to additional resources to ensure post-graduate success. assist in course selection consistent with developing goals, interests and needs of special population of students. respond to student emails and complete advising notes in a timely manner, monitoring student progress and intervening appropriately. help students assess their academic strengths and goals in relationship to the academic programs available at the university. develop and lead orientation activities and recruitment information sessions for entering or prospective majors. initiate and lead advising-related projects. serve as the primary point of contact and university official helping to direct students to academic, career, financial, psychological, and other resources necessary to ensure student success both within and outside of the classroom. work with faculty to help students find rewarding internship and extra-curricular opportunities that complement their degree. actively engage in professional development trainings for advisors to gain further knowledge to best serve students. develop relationships with other advisors across OSUs campus. teach, as needed, a 1-hour survey course for majors to familiarize them to the major and Ohio State resources. performs other duties as assigned. Minimum Required Qualifications Masters degree or 2+ years of equivalent experience (Masters required for teaching). 2-4 Years of relevant experience required Qualifications: Essential knowledge, skills and abilities : Demonstrated commitment to the Chase Centers mission of citizenship education. Master's degree or 2+ years of equivalent experience 2-4 years of relevant experience Able to communicate basic ideas in a manner that adapts to student needs Able to articulate program requirements to a variety of audiences, including students, parents, faculty, partner units, etc. Able to use basic relational skills such as active listening, interviewing/questioning techniques Able to learn OSUs advising systems and develop Chase-specific procedures. Demonstrates exceptional communication, mentorship, and organizational skills Enthusiasm for helping students learn about opportunities in leadership, law, and civic education and engagement. Demonstrate excellent written and oral communication skills. Demonstrate poise, professionalism, good judgment, and the ability to take the extra step to meet customer needs. Experience working in a team environment. Ability to work in a fast-paced, changing environment, and manage multiple projects simultaneously. Regular in-person attendance is expected. Preferred knowledge, skills and abilities: 4-8 years of relevant experience Understands and follows FERPA Guidelines Base knowledge and application of university's and unit's advising policies, such as drop deadlines, override requirements, petition process, faculty rules, registrar processes, etc. General knowledge of academic advising, enrollment plans, changing demographics, etc. Knowledge of general education requirements and learning outcomes Understands demographics of their unit's student population; able to identify a student's progress toward degree Familiarity with careers in public or civic life Able to perform basic transactions in Student Information System (SIS) To be considered for this position, please include both a cover letter and a resume with your application. The Targeted Hiring Range for this position is $51,500 - $70,000. The actual salary paid to an individual will vary based on multiple factors, including but not limited to, education, years of experience, internal equity, etc. Function - Academic Administration Sub Function - Undergraduate Academic Advising Band - Individual Contributor - Specialized Level - S3 Fri, 08 May 2026 02:35:59 -0400 https://jobs.socialstudies.org/jobs/rss/22245412/extension-associate-beef-production-and-management-specialist https://jobs.socialstudies.org/jobs/rss/22245412/extension-associate-beef-production-and-management-specialist Ithaca, New York, Extension Associate - Beef Production and Management Specialist 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 This individual will be an extension livestock educator with the PRO-LIVESTOCK program with primary focus on beef cattle production and management in the Department of Animal Science. The primary responsibility of this position is to deliver an integrated educational program on beef cattle production along with business analysis for beef producers, beginning farmers, and other industry clientele. Provide diverse commercial producers, associated industry and beginning farmers with the knowledge and educational resources in beef cattle production and management as well as business planning to help meet their business goals. Collaboration in the development and delivery of educational programs will be required with other Cornell faculty, statewide specialists, and Cornell Cooperative Extension Educators. This position is full-time and will be based in Ithaca, New York, with options for being housed elsewhere if appropriate. Travel and overnights will be required throughout New York State. (approximately 20% of time) Anticipated Division of Time Program Development, Implementation, and Evaluation 50% Provide leadership for planning, implementing, and evaluating educational programs that address diverse producer identified needs and opportunities with an emphasis on beef production along with business planning for commercial producers and other industry clientele. The program will include but is not limited to diverse production practices (i.e., grazing, grass, grain finishing, etc.), market readiness (i.e., carcass quality/consistency), resources for beginning farmers, and promotion of the Beef Quality Assurance program. Provide producers and industry with a framework to analyze production and management alternatives and maximize profit opportunities based on emerging best-management practices. Plan and implement educational programs utilizing various methods, including direct teaching through group experiences (i.e., pasture walks), mass media, newsletters, electronic technology, use of the internet, and distance learning. One-on-one consultations with key producers and industry partners related to program development and problem solving. Analyze and evaluate major program efforts with the input of all program partners and make recommendations for enhancing these efforts. Communicate evaluation results, findings, and recommendations as appropriate. Prepare quarterly reports, impact statements, and yearly success stories on program progress and accomplishments. Applied Research 15% Initiate and conduct appropriate applied research and field demonstrations with both regional and statewide implications in the production and economics of commercial beef production as an educational outreach strategy. Participate in statewide, collaborative research projects with university and extension faculty and staff as well as other agencies and organizations. Define and implement reporting mechanisms for producer-focused "measurable" outcomes. Meet the evaluation and reporting requirements of funding partners. Teaching 15% Teaching responsibilities will consist of one course annually. Initial responsibilities will consist of ANSC 3600 Beef Cattle, a 3-credit course typically taught in the Spring or ANSC 3500 Meat, a 3 credit class typically taught during the Fall semester. Responsibilities will include overall course leadership and coordination, creating and presenting lecture and laboratory materials, creating testing materials, and meeting with students as needed outside of class hours. Management 10% Responsible for routine operations, reporting and accountability. Support team efforts to communicate effectively with stakeholders and partners. Support team efforts in planning and implementing regional and statewide events. Individually and collaboratively explore and pursue new and additional funding sources to enhance and extend program opportunities. Enhance and promote teamwork. Organizational Leadership 5% Support Cornell University and Cooperative Extension system-wide initiatives through participation in program work teams, ad-hoc committees, and advisory groups. Be an active member of the team by attending meetings as requested and provide ideas and recommendations to further the goals of the department. Participate in regional, statewide and national workgroups related to the work of Cornell University, Cooperative Extension and the Commercial Dairy, Field Crops and Livestock Industries, including the Cornell Small Farms Program and Statewide Livestock Program Work Team. Foster strong collaboration among faculty, peers, and industry. Establish and maintain positive relationships with the many individuals and groups that support the work of the organization. Professional Development 5% Participate in professional development opportunities, conferences, and workshops appropriate to program and personal skill enhancement. Maintain and build upon required administrative and technical skills. Participate in related regional, statewide, and national professional organizations. Required Master's degree in agriculture from an accredited institution with a major in Animal Science or closely associated fields. 2+ years of relevant work experience in Agribusiness, Livestock and/or Field Crops Production, Cooperative Extension, or closely related fields. Experience in conducting, interpreting, evaluating, and communicating the results of applied research. Fundamental competence utilizing current technology as a management and program delivery tool (Excel, Word, PowerPoint, Access, internet, and social media). Demonstrated knowledge of principles, theory, and research in commercial livestock production and business management. Proven organizational and time-management skills. Successful experience obtaining new funding, including grants and industry support. Ability to define, conduct and interpret applied research and demonstration projects. Strong interpersonal skills with proven ability to work with diverse audiences in group and one-on-one settings, working effectively with advisory boards and committees, community, and funding partners. Strong leadership and teamwork skills. Effective written and verbal communication skills. Creativity, energy, motivation, and positive enthusiasm. Must be able to meet the travel requirements of the position, including having reliable transportation or having and maintaining a valid New York State driver's license. Ability to work evenings and weekends as essential job functions require. Preferred Ph.D. in Agriculture from an accredited institution with a major in Animal Science or closely associated fields. 5+ years of relevant work experience. 2+ years of beef production experience 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 range for this title is $84,000 - $90,000. 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. 2026-04-30 Fri, 08 May 2026 00:47:03 -0400