Soluciones Integrales de Empleo y Reclutamiento , regístrate y encuentra un trabajo ideal

About Acceleration Academies

At Acceleration Academies, we believe in transforming the lives of students who have disengaged from traditional schooling to achieve their high school diploma through personalized, flexible learning and innovative educational practices, we empower young adults to earn their high school diploma tuition-free. Partnering with school districts nationwide, our dropout recovery and student re-engagement programs are supported by cutting-edge technology and a commitment to compassionate, impactful teaching.

The Role

The Spanish Course Evaluator / Grader plays a critical role in maintaining academic quality and consistency within our online Spanish language courses. This position is responsible for reviewing, evaluating, and providing written feedback on student coursework using established rubrics.

This role focuses exclusively on assessment and evaluation and does not include live instruction, lesson planning, or direct student caseload management. It is ideal for certified Spanish teachers seeking flexible, part-time work in a remote environment.

This is a part-time position

Key Responsibilities

Assessment & Evaluation

• Evaluate and score student assignments and assessments in Spanish courses using established grading rubrics.
• Review written Spanish submissions for accuracy, comprehension, grammar, and appropriate language usage.
• Apply evaluation standards consistently across students and courses.
  
  

Feedback & Academic Integrity

• Provide clear, concise, and constructive written feedback that supports language acquisition and course completion.
• Identify and flag concerns related to academic integrity, including potential misuse of translation tools or irregular submission patterns.
• Communicate grading trends, questions, or concerns to academic leadership as needed.
  
  

Timeliness & Documentation

• Meet grading turnaround expectations (typically within 24–48 hours).
• Accurately record scores and feedback in the learning management system.
• Maintain confidentiality and comply with FERPA and organizational policies.
  
  

What We’re Looking For

Education & Certification

• Valid U.S. teaching certification in Spanish preferable in Florida, Texas, or Georgia (active or recently expired).
• Willingness to pursue licensure reciprocity in additional states upon hire.
  
  

Experience

• Experience teaching middle school and/or high school Spanish.
• Demonstrated proficiency in academic Spanish.
• Strong written communication skills in English.
  
  

Skills & Work Style

• Ability to work independently and manage time effectively in a remote environment.
• Comfort using online platforms and learning management systems.
• High attention to detail and consistency when applying grading standards.
  
  

Preferred Qualifications

• Experience with online, blended, or competency-based education models.
• Prior experience grading language- or writing-intensive coursework.
• Familiarity with credit recovery or alternative education settings.
• Previous experience as an online grader, evaluator, or academic assessor.
  
  

Why Join Us?

Being part of Acceleration Academies means joining a team dedicated to transforming student outcomes. Here, you’ll directly impact lives, championing students’ growth, resilience, and path to graduation.

We Value Our Team’s Well-being

We prioritize the holistic well-being of our team members and their families through comprehensive total rewards:

Competitive Compensation: $22-28 an hour

Retirement Savings: 401(k) plan with up to a 4% company match

Physical & Work Environment

• Regularly required to sit, talk, hear, and use hands
• Occasionally lift up to 20 pounds
• Work in a collaborative classroom or office setting and may involve exposure to outdoor weather during events
• Occasional travel between nearby academy sites may be required to support student needs or operational coverage
  
  

Ready to Make a Difference?

If you’re passionate about making a meaningful impact and shaping the future of education, we’d love to hear from you. Join us in redefining what’s possible for students everywhere.

Third-Party Agency & Recruiter Notice for Acceleration Academies

Agencies presenting candidates must have an active, nonexpired Master Services Agreement and be formally engaged by an Acceleration Academies Recruiter. Resumes submitted outside these terms will be considered the property of Acceleration Academies.

Equal Opportunity Employer

Acceleration Academies is committed to providing equal employment opportunities to all applicants and employees, regardless of race, color, religion, sex, sexual orientation, gender identity, national origin, protected veteran status, disability, or any other characteristic protected by law.

Company Description

Tampa Preparatory School is a premier private school serving students in grades 6 through 12 in the Tampa Bay area. Recognized as an Apple Distinguished School, Tampa Prep integrates innovative teaching practices and cutting-edge technology, such as iPads, Active Learning Environments, and STEM makerspaces, to enhance students' learning experiences. The school’s programs are designed based on research into teenage brain development, retention, and well-being, including an emphasis on ensuring students get adequate sleep with later class start times. Faculty at Tampa Prep are dedicated to fostering both academic excellence and the social-emotional growth of their students, providing individualized attention and mentorship that extends beyond traditional classroom instruction.

Role Description

We are seeking a full-time, middle and upper school Spanish instructor to join Tampa Prep’s faculty at the beginning of the 2026-2027 academic year. Ideal candidates would be able to teach multiple levels of Spanish, possess middle school experience, have knowledge of and proficiency with Acquisition Driven Instruction as a pedagogical strategy, be dedicated to target-language immersion, be interested in the social and developmental needs of middle and high school students, demonstrate facility with an iPad, and be willing to contribute to extracurricular activities as aligned with interests.

Qualifications

• Proficiency in Spanish teaching and a strong understanding of language instruction
• Experience with lesson planning and curriculum development
• Willingness to collaborate with colleagues on curriculum development and other facets of school life
• Demonstrated skills in teaching and education methodologies
• Strong communication and interpersonal skills to engage and inspire middle and high school students
• Ability to create inclusive and culturally responsive learning environments
• Proven ability to foster a supportive and challenging academic atmosphere
• Bachelor’s degree in Education, Spanish, or a related field
• Previous experience teaching Spanish at the middle or high school level is a plus

Fairfax City, Virginia

Full-Time | Monday–Friday | 9:00 AM – 5:00 PM

Michuchutren, a Spanish immersion early childhood program, is seeking a Lead Preschool Teacher to join our team as soon as possible. We are looking for a warm, reliable, and experienced educator who is passionate about early childhood education and bilingual learning.

Requirements:

• Valid work authorization in the United States
• Fluent in Spanish and English (spoken and written)
• Proven experience working with preschool-aged children (ages 2–5)
• Strong classroom management skills
• A caring, creative, and nurturing teaching style
• Reliable transportation
• Availability for full-time, in-person work

We Offer:

• A supportive and friendly work environment
• Opportunities for professional growth
• Ongoing training and development
• A close-knit school community that values culture, language, and early learning

Throughout its history, HACE has continuously provided scholarships to support students’ educational goals. We are committed to investing in college students who have the drive and passion for community engagement and are eager to further their education. Supporting education is at the core of the HACE mission, as we strive to help students succeed in every phase of their careers.

Qualifications/Requirements:

• Current full-time undergraduate or graduate student
• Open to ALL majors
• Minimum of 3.0 GPA
• Demonstrate financial need
• Save the date for HACE’s Annual National Leadership Summit & Awards Celebration (April 29 – 30).
• Scholarship winners required to record a video (to state impact of receiving the scholarship and encourage donations for future scholarships)
  
• Past recipients are not eligible to reapply

Deadline: Friday, February 06, 2026, 5:00 PM CST
Scholarship Value: $2,500

About Dr. Ervin “Vinny” Caraballo

Dr. Caraballo was a driving force in HACE’s programming and growing impact on the Latino/a/x/e community. He served on the Board of Directors from 1996 through 2003. Dr. Caraballo provided leadership and guidance as a member for the 25th anniversary committee in 2007. In 2013, he led HACE’s efforts in the research and publication of the HACE Pulse Survey. In 2015, Vinny helped shape HACE’s vision for the future by participating in the Strategic Planning Committee. Above all, he served as a mentor and role model to HACE’s current President & CEO, Patricia Mota. Dr. Caraballo truly embodied HACE’s mission.

Dr. Caraballo’s leadership, guidance, and presence are greatly missed. His life trajectory and accomplishments truly exemplify that of a great servant leader. In 2017, HACE established a scholarship celebrating Dr. Caraballo. HACE is proud that his rich legacy will continue to inspire lives for years to come via the HACE Dr. Ervin “Vinny” Caraballo Scholarship Fund.

Classification Title: Library Associate 2

Classification Minimum Requirements High School diploma or equivalent and seven years of library, or relevant experience; or an Associate’s degree and five years of relevant experience; or a Bachelor’s degree and three years of relevant experience; or a Master’s degree and one year of relevant experience; or any equivalent combination of experience, training and/or education.

Job Description PLEASE NOTE: This is a time-limited position with funding through Dec. 31, 2027.

Job Summary The Latin American & Caribbean Collection Specialist engages in collection management, public service, outreach, and other activities for the Latin American & Caribbean Collection (LACC), which is one of the preeminent collections of the University of Florida and one of the finest such collections in the world. The LACC Specialist is primarily responsible for working with LACC librarians to develop and manage a circulating collection of materials in all formats, including approximately 500,000 book volumes, 1,100 serial, 50,000 microforms, and a growing body of digital resources. The Specialist supports acquisitions activities, including working with donors, selecting gift materials, and preparing materials for cataloging. In consultation with the LACC Special Collections Librarian, LACC Digital Initiatives Librarian, and Panama Canal Museum Collection Curator, the LACC Specialist develops workflows and processes for special curatorial projects. The Specialist completes bibliographic activities, stacks management, and other collection service activities to maintain and ensure access to materials. The Specialist participates in outreach activities, event planning, and providing public services, including reference assistance (on-site and online), tours, and orientation sessions. The Specialist engages with and provides services to an international community of users and with the faculty and students at the Center for Latin American Studies ( http://www.latam.ufl.edu/ ) and other UF units to support research and teaching needs. The Specialist collaborates closely with faculty and staff in LACC and the Department of Special & Area Studies Collections and with others in the Libraries to manage LACC holdings and services. The LACC Specialist may supervise student employees and also will serve on various committees and teams.

Responsibilities Collection Management

• Completes acquisitions activities including working with donors, reviewing and selecting gift materials, preparing materials for cataloging, including foreign-language materials (e.g., Spanish, Portuguese, etc.).
• In consultation with LACC librarians and public services personnel, manages collection storage in the LACC stacks and other locations.
• Consults with the Resource Description Services unit to ensure bibliographic data integrity in the ILS, and edits catalog records to create or correct location and holdings information.
• Completes check-in and claims processes for serials, manages serial title changes, and resolves problems and missing item reports.
• Liaises with Preservation & Conservation to ensure preservation treatments for materials.
• Maintains and reports statistical data about collections, and participates in the assessment of holdings and services.

Public Service, Outreach, and Public Programming

• Engages with an international community of users and with the faculty and students at the Center for Latin American Studies.
• Provides reference service via Ask-A-Librarian (chat service).
• Assists patrons in the reading room and at the LACC reference desk.
• Participates in outreach activities, event planning, tours, exhibits, bibliographic instruction, and orientation sessions.
• Creates and maintains relevant research tools such as subject guides

Curatorial Projects

• Participates in planning and implementing special curatorial projects by developing workflows, processes, and procedures. Examples of projects include identifying materials for mass digitization projects (e.g., Google Books, Celebrating Cuba!, etc.), recommending withdrawals, analyzing circulation and usage in subject areas, etc.

Other Duties as Assigned

• Participates in meetings and trainings to remain appraised of procedures and policies, to gain knowledge and skills, and to share information with others.
• May hire, train, and/or supervise regular staff and/or OPS and student staff.
• Participates in special projects and performs other duties as assigned.
• Serves on departmental and library committees or working groups.

Expected Salary $51,884 minimum salary; The Smathers Libraries offer a salary commensurate with experience and credentials.

The University of Florida offers a competitive benefits package including health, retirement, paid time off, discount programs, professional development and worklife support. Learn more .

Required Qualifications High School diploma or equivalent and seven years of library, or relevant experience; or an Associate’s degree and five years of relevant experience; or a Bachelor’s degree and three years of relevant experience; or a Master’s degree and one year of relevant experience; or any equivalent combination of experience, training and/or education.

Preferred

• Experience using Alma, Aleph, or a similar ILS for circulation, public catalog searching, checking in materials, and processing activities
• Knowledge of the history and culture of Latin America and the Caribbean
• Professional fluency in written and spoken Spanish and English
• Bibliographical competency in multiple languages (e.g., Spanish, Portuguese, Haitian Creole, etc.)
• Experience with collection storage activities such as collection shifting, shelf reads, and physical reorganization projects
• Evidence of excellent interpersonal skills including oral and written communication
• Ability to work both independently and collaboratively to accomplish goals
• Flexibility, and ability to adapt and work in a rapidly changing academic environment
• Basic computer skills and experience with Microsoft Word, Excel, and Outlook
• Ability to regularly and safely handle library materials, including: carrying boxes and materials weighing up to 40 pounds; bending and lifting; transporting on carts or dollies frequently weighing over 100 pounds; climbing on stools and ladders to shelve or retrieve materials; and loading and unloading to/from vans
• Commitment to contributing to a respectful and caring community for all

Special Instructions To Applicants Application Process To apply, submit

• a cover letter detailing your interest in, and qualifications for this position
• your current resume or CV
• a list of three references including their contact information (telephone number and email address)

Apply by 11:55 pm (EST) on the application close date via the Jobs at UF online application system. Applications will be reviewed as received. If you have any questions or concerns about this process, please contact Tina Marie Litchfield, George A. Smathers Libraries Human Resources Office, at tlitchfield@uflib.ufl.edu .

If an accommodation due to a hearing or speech disability is needed to apply for this position, please call 352-392-2477 University of Florida Human Resources or the Florida Relay System at 800-955-8771 (TDD).

Application must be submitted by 11:55 p.m. (ET) of the posting end date.

Health Assessment Required: No

La Asociación Hispana de Colegios y Universidades (HACU) se ha asociado con Kia America, Inc. para ofrecer las Becas Kia America Accelerate the Good a estudiantes de pregrado elegibles. Los estudiantes de instituciones que son miembros de HACU pueden solicitar las becas Kia America Accelerate the Good, que varían entre $5,000 y $10,000 para el año académico 2025-2026.

La beca Kia America Accelerate the Good está disponible para estudiantes de diversas carreras en ciencias, tecnología, ingeniería, matemáticas y administración de empresas. Los estudiantes deben cumplir ciertos criterios de elegibilidad, incluyendo:

• Estar actualmente matriculado en una institución miembro de HACU en EE. UU. (de 2 o 4 años).

• Estar inscrito a tiempo completo.

• Tener un promedio mínimo universitario de 3.5 (en una escala de 4.0).

• Haber solicitado ayuda financiera y demostrar necesidad económica para el año académico 2025-2026.

• Estar estudiando una carrera en ciencias, tecnología, ingeniería, matemáticas o administración de empresas.

Para conocer otros requisitos de elegibilidad y para aplicar, haga clic aquí. Las solicitudes serán aceptadas hasta el 1 de diciembre de 2025.

Plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential.

POSITION QUALIFICATIONS:

• Bachelor’s Degree from an accredited college or university

DUTIES AND RESPONSIBILITIES:

• Understands and supports the mission, vision and values of Harmony Public Schools.
• Models and instills a love of learning
• Designs and implements appropriate instruction of content area(s) assigned in with the school standards, curriculum, and student needs
• Plans, prepares, and delivers lesson plans and instructional materials that maximize student engagement and learning.
• Utilizes a variety of teaching practices and methodologies that reflect diverse educational, cultural, and linguistic backgrounds in order to meet the individual needs of students.
• Instructs and monitors students in the use of learning materials and equipment.
• Uses relevant technology to support and differentiate instruction.
• Conducts tutoring sessions to meet all students’ needs.
• Manages student behavior in the classroom by establishing and enforcing rules and procedures
• Maintains discipline in accordance with the rules and disciplinary systems of the school
• Implements a clear and consistent behavior management system while developing students’ character and sense of community in the classroom.
• Encourages and monitors the progress of individual students and uses information to adjust teaching strategies
• Attends department, school, district and parent meetings.
• Participates in district and campus staff development and serves on staff committees.
• Maintains a professional relationship with colleagues.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations.
• Prepares required reports on students and activities
• Establishes and communicates clear objectives for all learning activities
• Assigns and grades classwork, homework, tests, and assignments.
• Takes daily attendance
• Communicates necessary information regularly to students, colleagues and parents regarding student progress and student needs
• Establishes and maintains open lines of communication with students, parents, and community members.
• Takes necessary and reasonable precautions to protect the students, equipment, materials, and facilities.
• Performs other duties as assigned.

SKILLS AND ABILITIES:

• Knowledge of curriculum and instruction
• Ability to communicate effectively in both written and oral forms with all levels of management, both internal and external to the district.
• Ability to establish and maintain effective working relationships both internal and external to the district.
• Ability to use effective organizational, interpersonal, and communication skills
• Ability to use computer including software, database used by the district, spreadsheet and word processing software, calculator, copy machine and telephone.
• Ability to analyze data.

WORK ENVIRONMENT AND PHYSICAL REQUIREMENTS:

• Light Work: may require the occasional light lifting.
• Nights and weekend activities will be occasionally required.
• Position is in classroom setting and intermittent speaking, standing, walking and writing.
• Moderate travel is required.

Instructors are responsible for leveraging their expertise to deliver education services to students through:

• Planning and organizing instructional methods and resources
• Programmatic accreditation (if applicable)
• Facilitating student engagement in the classroom/learning environment
• Working one-on-one with students
• Assessing students and providing developmental feedback
  
  

Position Requirements

• 2+ years of professional experience
• Master's Degree in English

Instructors are responsible for leveraging their expertise to deliver education services to students through:

• Planning and organizing instructional methods and resources
• Programmatic accreditation (if applicable)
• Facilitating student engagement in the classroom/learning environment
• Working one-on-one with students
• Assessing students and providing developmental feedback
  
  

Adjunct Mathematics Faculty at Keiser University are responsible for delivering quality instruction in undergraduate math courses, fostering student learning and maintaining academic standards aligned with university policies.

• This position will teach lower-division mathematics courses such as College Algebra, Statistics or Basic Math.
• Prepare and deliver lectures, assessments, and course materials per curriculum guidelines.
• Provide academic support and feedback to students in a timely and professional manner.
  
  

Qualifications

• Master's Degree in Mathematics or a closely related field (e.g. Statistics, Math Education), with at least 18 graduate level credit hours in Mathematics.
• Previous teaching experience preferred but not required.

The Student Services Coordinator role supports the Student Services department by offering a diverse range of activities designed to enhance student engagement and foster professional development.

Responsibilities

• Offers placement assistance and career development support to students and graduates.
• Coordinates and facilitates student activities such as but not limited to including student appreciation days, career fairs and annual graduation ceremony.
• Conducts and schedules monthly workshops on topics such as interviewing, resume writing, time management and professionalism.
• Resume reviews and assistance.
• Delivers exceptional customer service to students and handles their requests in a timely manner.
• Cultivates and maintains relationships with employers.
• Develops and updates student services bulletin boards, job boards and the online career center database.
• Facilitates on-campus recruiting events with employers.
• Prepares monthly departmental calendars detailing meetings, events, student activities and guest speakers.
• Oversee the creation of semester newsletters.
• Offers referral services to students for health insurance, housing, day care, transportation and other community resources.
• Maintains accurate records and documentation.
• Coordinates and facilitates Student Government Association/Phi Theta Kappa meetings and assists with other student organization meetings accordingly.
  
  

The student Services Coordinator must have a minimum of a Bachelor's degree and have at least two years of related experience.

The Associate Dean is responsible for assisting the Dean in the delivery of educational programs and services through:

• Training faculty and staff
• Promotes faculty development, student success, and academic excellence.
• Oversees curriculum development, assessment, and continuous improvement initiatives.
• Managing the delivery of educational services
• Overseeing and monitoring student performance
• Supports the Dean in managing academic programs, faculty, and student services.
• Ensures compliance with university policies and accreditation standards.
• Assists with strategic planning, budgeting, and community engagement to enhance the university's mission and goals.
  
  

The Associate Dean must have a minimum of a Master's Degree with academic experience. Must also have management experience.

Position Summary:

Our campus has an immediate opening for a Spanish Teacher. This position provides a student centered, supportive classroom that promotes compassion and tolerance, emotional security, resourcefulness, and independent critical thinking while addressing the individual academic and emotional needs of each student through Fusion's differentiated approach.

Pay Range: $25.00 - $34.00 per hour USD

Key Responsibilities Include

• Provide a one-to-one teaching experience in the areas of Spanish 1 through Spanish 5 at grade levels 6-12.
• Show evidence of adapting and differentiated instruction for all students and a classroom forum for holistic growth.
• Maintain complete and accurate records.
• Develop and maintain genuine, positive and consistent communication with parents.
• Contribute to and benefit from the campus community.
• Practice professionalism through ongoing professional development, reflection and continuous improvement.
• In addition to subject matter tutoring and teaching, this position includes significant student mentoring.
• Other duties as assigned.
  
  

Qualifications Required

• A minimum of a Bachelor's Degree is required for consideration, as well as a higher level Spanish background.
• Solid subject matter knowledge in a majority of these areas: Spanish 1 through Spanish 3 at grade levels 6- 12.
• Teaching credentials are a plus but are not mandatory.
• Experience with students with learning differences and ADHD is a plus as well as mentoring experience.
• The ideal candidate is outgoing, well organized, competent in basic computer skills, and is an individual who is eager to work in a highly dynamic, energetic school setting.
• Candidate must be prepared to teach and tutor material at a high school level immediately.
  
  

Competencies Desired

• Expertise in the relevant subject area.
• Understand learning differences and emotional difficulties.
• Ability to mentor as a positive role model.
• Understand and support each student's profile.
• Commitment to continuous improvement.
• Self-directed, proactive, intelligent, knowledge of curriculum and assessment, multi-tasker, problem solving skills, professional written and verbal communication skills, ability to connect with students with patience and compassion.
• Ability to manage stress, and self-regulate during chaos and crisis, consistently positive attitude, strong teamwork, passionate, genuine, organized, internally motivated, service orientation, ability to reserve judgment and respond with curiosity and compassion.
  
  

Benefits

Note that pay may vary based on location, skills, and experience.

We offer a comprehensive benefits package for full time employees which generally includes:

• Medical, dental, and vision plans
• An opportunity to contribute to a Health Savings Account (HSA)
• Tax-advantaged commuter benefits
• Employee assistance program
• Sick time, paid holidays and vacation in accordance with company policy and state law
• Accident and life insurance as well as short- and long-term disability
• 401(k) plan with company match, based on eligibility
  
  

We offer a package for part time employees which generally includes:

• Sick time and paid holidays in accordance with company policy
• Tax-advantaged commuter benefits
• Employee assistance program
• 401(k) plan with company match, based on eligibility
  
  

This position may also be eligible to receive a variable annual bonus based on company, team, and/or individual performance results in accordance with company policy. If a bonus applies, more information will be given at offer.

All qualified applicants will receive consideration for employment without regard to age, race, creed, color, national origin, ancestry, marital status, affectional or sexual orientation, gender identity or expression, disability, nationality or sex.

Qualified applicants who have access to or contact with students or the public, who are responsible for the safeguarding of others’ well-being, and who work with little supervision in close proximity to others will be required to complete a criminal history check once a contingent offer of employment is made. Applicants with arrest or conviction records will be considered for employment in accordance with local law. The nature and gravity of an offense, the length of time since the conviction, and the nature of the job in question are all considered, and criminal convictions do not automatically disqualify employment. Any discussion of criminal history will occur only after the background check is completed and a copy is provided to the applicant.

Position Requirements

• Please see above
  
  

About the Organization Fusion Academy is a revolutionary alternative, accredited private school for grades 6-12 that offers a fully individualized classroom: one student, one teacher. As the nationwide leader in one to one schooling, Fusion Academy has campuses throughout the country.

Every student at Fusion is unique - some students are accelerated learners; some need flexible scheduling; and others have special learning needs due to attention challenges, learning differences, or social and emotional difficulties. No matter why students come to Fusion, our model is simple - through compassion and acceptance, Fusion students learn on their terms, on their schedule, and in their learning style.

Our model is a unique academic program offering services year-round on a rolling admissions basis. Our environment is highly personal and socially inclusive. Equal emphasis is placed on students' emotional well-being as it is on academic achievements. In addition to full time enrollment, students at Fusion Academy may take a class for credit or enroll in our tutoring/mentoring program.

The Fusion culture offers a special place to work, teach, and learn. Fusionites are a special brand of educators--they are creative, passionate, embrace change, and have fun! They communicate honestly and with compassion to both students and colleagues. People join the Fusion family for more than just a paycheck; they seek to work with peers who share these values. And because Fusion is growing rapidly, we offer considerable opportunity for career advancement throughout the country.

AAUW’s International Fellowships promotes education and equity for women by investing in international applicants who will be pursuing postgraduate studies or research in the U.S., with the intention of applying their expertise, professional skills, and leadership in the context of their home countries. In addition, up to 5 awards are available to Graduate Women International (see the list of GWI affiliates) members for study in any country other than their own. International Fellowships are specifically designed for women who are non-U.S. citizens or permanent residents, with a track record of academic excellence and empowering other women and girls. The Program has been supporting international women pursuing full-time postgraduate studies in the United States since 1917.

Award Details

International Fellowships carry a stipend of $20,000 for a master’s degree and $25,000 for a doctorate degree. Stipends are payable to fellows only and are disbursed in two equal payments at the beginning and the midpoint of the fellowship term.

• Applicants must be or identify as a woman.
• Applicants must be admitted or enrolled in their first master’s or an academic or professional doctorate degree at the time of application. Examples of master’s degrees include but are not limited to M.A., M.S., M.B.A., M.F.A., L.L.M., M.Arch. Examples of academic and professional doctorate degrees include but are not limited to D.B.A., Ed.D., J.D., M.D., or Ph.D.
• Applicants must begin their program on or before September 1, 2026, and complete it on or after April 30, 2027.
• Applicants must possess at least one academic degree (earned in the U.S. or abroad) that is equivalent to a U.S. bachelor’s degree. While applicants may hold multiple degrees, they must have a minimum cumulative GPA of 3.5 on a 4.0 scale for the highest degree earned. Applicants may apply for only one degree type (either a Master’s or Doctoral program) and in a single specific field (e.g., Business, History, Physics, etc.). In the case of applicants pursuing a dual degree, they must select one of the fields.
• Applicants must pursue their study in the U.S. on a full-time basis at an institution accredited by the U.S. Department of Education.
• Applicants must reside in the U.S. or country of their research for the duration of the fellowship period.
• Applicants intending to study in another country other than their own or the U.S. must be members of Graduate Women International and pursue study at an international institution recognized as eligible to participate in U.S. federal student aid programs, as listed on the Federal Student Aid Participating Schools list.(Foreign branches of U.S. institutions are considered outside of the U.S.)
• Applicants interested in pursuing postdoctoral research are encouraged to consider AAUW’s International Postdoctoral Research Fellowships.

The following are not eligible for consideration:

• Members of the AAUW Board of Directors
• Employees of AAUW, including paid or unpaid, part-time or temporary employees, consultants, interns and contract employees
• Review Panelists
• Immediate families (i.e., spouses and dependent children) of individuals described in the points above
• Previous AAUW fellowship or grant recipients (excluding Community Action Grants or branch or local AAUW awards)

Master’s Degree Applications

Position is Full Time | Grant Funded through June 30, 2028

When you join the SUNY Corning Community College (CCC) team, you are helping to positively transform the lives of our students, their families and our communities.

We are a premier two-year College, offering degree programs, certificates, and continuing education classes. We promote intellectual and personal growth through individualized education, inspire innovation to meet the educational and workforce needs of the region, and leverage a variety of partnerships to help our students and community succeed.

The Accelerated College Education (ACE) Enrollment Specialist is responsible for working primarily in support of the Accelerated College Education (ACE) population. Also, this role will assist with career programming, as aligned with the Twin Tiers Arise Program, for students at regional schools that do not currently participate in the ACE program.

Meetings and events at different CCC locations, at high schools, and in the community are required; travel to recruiting events is required. Travel to conferences may be required. Prolonged time sitting/standing working with computers and monitors, ability to walk/move across campus including walking up and down stairs, ability to lift up to 20 pounds (occasionally may be more), repeated motions may include keyboard typing. Typical office and indoor building environments, occasional outdoor activity may be required.

Incumbent must perform the essential duties and responsibilities with or without reasonable accommodation. The summary is intended to describe the general nature and level of work and is not intended to be a comprehensive list of duties and responsibilities.

SUNY CCC embraces diversity and values an inclusive culture where every person is able to succeed to their full potential. If you require an accommodation for the recruiting process, please contact hr@corning-cc.edu or 607.962.9229.

Essential Functions

Student Advising & Recruitment Support (65%)

• Initiates communication with potential ACE students about SUNY CCC being part of their academic future and the enrollment process, engaging the prospective student very early in the admission process to ensure a connection to the College begins as soon as the individual is identified as a SUNY CCC ACE prospective student.

• Assist Director of ACE with onboarding for 2 new PA schools.

• Participate in TTAP (Twin Tiers ARISE Partnership) meetings.

• Collaborate with Academic Affairs to offer specific programming to students the summer after high school graduation (micro-credentials, work-based learning).

• Provide career workshops/counseling to potential and existing ACE students.

• Collaborate with the EAC to provide academic advising for ACE students.

• Assist Recruitment and Admissions with the ACE Senior Admission process including communications to the students, and high schools.

• Ongoing communication with school counselors and ACE students.

• Provide prospective students and their parents with detailed information about all aspects of the ACE programs and opportunities; including the High School CEO (College Education Online).

• Create and maintain positive rapport, collaborations and partnerships with stakeholders (community, high schools, businesses, GST BOCES).

• Plan, implement, and participate in internal and external recruitment events to promote SUNY CCC and services provided for area high schools and prospective students.

Grant Data Collection, Management, and Reporting (10%)

• Oversee monthly delineation ARISE TTAP grant data collection.

• Organize data and information for grant reporting.

• Prepare grant reporting for monthly and quarterly reports.

Other ACE Office Duties (25%)

• Assist with account claim, registrations, and paperwork for ACE students.

• Assist with communication mailings.

• Assist with orientation sessions for new ACE students, ACE high schools, and ACE parents.

• Assist with ACE events.

• Other duties as assigned.

Ubicación: Híbrido (Orlando, FL) o remoto con disponibilidad para reuniones virtuales y presenciales puntuales

Horas: 15–20 horas/semana

Tipo de contrato: Medio tiempo

Descripción del puesto:

EnUniversity of Global Studies, buscamos un/a Academic Director part-time que supervise los programas académicos, coordine al cuerpo docente y garantice la calidad educativa, adaptándose a las necesidades y recursos de una institución en fase inicial.

Responsabilidades:

• Supervisar el desarrollo y la implementación de programas académicos.
• Coordinar y apoyar al cuerpo docente.
• Garantizar el cumplimiento de estándares y políticas académicas.
• Colaborar en la mejora continua de métodos de enseñanza.
• Participar en la planificación curricular y en proyectos académicos estratégicos.

Requisitos:

• Experiencia previa en dirección académica o coordinación de programas educativos.
• Formación académica en educación, gestión académica o área afín.
• Inglés avanzado (oral y escrito).
• Habilidad para liderar y trabajar en equipo.

Responsibilities: Create and implement lesson plans and activities for primary/elementary students. Deliver engaging and effective instruction. Assess and monitor student learning and progress. Communicate regularly with parents and guardians. Skills: Strong classroom management and instructional skills. Excellent communication and interpersonal abilities. Ability to engage and motivate young students. Requirements: Degree in education or a related field. Teaching certification and experience in primary/elementary education.

Location:

Washington, D.C., US

Job ID: 6717

School: British International School of Washington

Company: Nord Anglia Education

The British International School Washington is a premier IB World School located in historic Georgetown in the USA capitol. We offer a challenging curriculum for 570 students from pre-nursery (2 years) to pre-university (18 years old), culminating in the prestigious IB Diploma. We are housed in a spacious, modern, and self-contained brick building and we are close to central Washington and next to Dumbarton Oaks Park, the Naval Observatory (Vice President’s residence), and the National Cathedral. We are a truly international school representing over 75 different countries and with English as the language of instruction.

Job Description

At Nord Anglia Education we are committed to providing a world class, safe, happy environment in which children and young people can thrive and learn. We are committed to safeguarding and promoting the welfare of all our pupils where we embrace all race, abilities, religions, genders, and cultures.

All post holders in regulated activity (having regular unsupervised contact with children) are subject to appropriate national and international vetting procedures including satisfactory criminal record checks from both your country of residence/birth and any country of residence within the last 10 years.

We welcome applications from suitable qualified persons from all diverse backgrounds.

Please note, only shortlisted candidates will be contacted.

Nearest Major Market: Washington DC

Job Profile Summary

Under general direction, this district-wide administrative position is responsible for the overall operation and management of the Office of Accessibility Resources and serves as the compliance officer Section 504 of the Rehabilitation Act. This position will strategically lead campus initiatives by promoting awareness of disability issues and accessibility and provides guidance to Campus Divisions in complying with applicable county, state, and federal laws. Additionally, provide direct service to self-identified students with disabilities by promoting an accessible environment to ensure student access and success. Travel to campuses on related meetings and Disability services as needed. Performs other related duties as assigned.

Minimum Education

Master’s degree in rehabilitation, counseling, special education, social work, psychology, psychiatry, disability and/or civil rights law or related field.

Minimum Experience/Training

Eight years of professional experience in a college or university Accessibility Resources setting in accommodating college students of all disabilities, including five years of demonstrated management experience with budget oversight, personnel supervision and program development in higher education.

Experience in interpreting and applying Section 504 and the ADAAA in higher education setting preferred.

An equivalent combination of education, training, and experience may be considered.

Essential Functions

Daily -15: Provides leadership and direction for the Accessibility Resources department and ensures an accessible and inclusive environment that welcomes students with disabilities and provides them with clear information and accessible materials in various formats. Serves as the primary resource to campus student disability issues and works collaboratively to identify, facilitate, and implement a vast array of student support services. Maintains the department’s budget.

Other, as Needed- 10%: Establishes short and long range strategic planning, program goals, and operating procedures for the department in alignment of those with the College. Conducts ongoing program and service assessment and evaluation to identify and eliminate potential barriers.

Daily -10%: Ensures college compliance with Section 504 of the Rehabilitation Act and the ADAAA as related to student issues and maintains case files/confidential student records in line with FERPA and College protocol. Provides leadership for the college on digital media accessibility. Responsible for policy recommendation, implementation, and interpretation to ensure compliance with state and federal regulations.

Daily -10%: Manages a caseload of direct service students, conducting intake interviews with prospective, new, and currently enrolled students who are interested in obtaining accommodations, and providing on-going case management for these students.

Daily -10%: Responsible for people management of the area, including recommendation of staffing, hiring, termination and discipline, setting performance standards and evaluating staff. Provides leadership for the staff in developing services for eligible students on a case-by-case basis.

Monthly -10%: Develops and delivers college-wide education, programming and in service training to increase awareness of relevant disability-related issues.

Monthly -10%: Collaborates with faculty to address program modification alternatives. Provides professional consultation regarding disability issues to all College offices and programs. Provides college-wide leadership and training on digital media accessibility.

Monthly -5%: Attends and participates in professional groups and committees; maintains knowledge, attends training, workshops and conference to maintain compliance with regulatory changes and best practices. Recommends learning strategies, adaptive/assistive technology, curriculum modifications and special test modifications to assist students with disabilities.

Daily -10%: Maintains partnership with high school transition representatives; as well as partnerships with community agencies that provide resources or opportunities for students with disabilities.

Monthly -5%: Prepares and compiles reports, evaluations, and surveys of program activities/services for students with disabilities as required by local, state and national government. Reviews findings and makes recommendations to Senior Leadership team.

Other, as Needed -5%: Performs other related duties assigned.

Knowledge, Skills And Abilities

Models inclusive excellence through specific actions that support the College’s mission in the recruitment, hiring, and retention of talented and diverse faculty and staff.

In-depth knowledge and expertise in all aspects of own and related areas of the College, and pertinent interdependencies

General understanding of the external environment and how it affects academia in general and Broward in particular, including political, legal, environmental, educational, financial and social influences.

Strong knowledge of College structure, policies and practices, and the impact on own area.

Proven expertise in planning and executing operational plans, managing projects and/or programs, budgeting and cost control.

Strong managerial and team building skills, and demonstrated ability to motivate and empower direct and indirect reports to achieve area priorities.

Ability to diagnose, plan and manage resource requirements for own area, including staffing, budgets, equipment, etc.

Ability to partner with others across the College and externally to exchange information, collaborate on projects, share resources, etc.

Ability to influence others of the benefits/importance of an idea or plan of action and to gain their support or commitment.

Strong negotiation skills and ability to reach mutual points of agreement and benefit among peers and colleagues.

Our Culture – At Broward College, our leaders embody a culture of competence, care, character, composure, and courage. We prioritize serving each other and our students through high-quality guidance, mutual respect, resilience, and fair, thoughtful decision-making, all while upholding the values of integrity, transparency, and honesty.

Job Title

Senior Director, Accessibility Resources

Position Number

P0080746

Job Status

Full time Regular

Department

Institutional Accessibility

Location

Central Campus

Pay Grade

212

Salary

$77, 838 - $89,513 - Salary commensurate with education and experience.

Work Shift

Work Schedule

Monday - Friday

Hours Per Week

37.5

Posting End Date

Open Until Filled

Comments

To be considered for this position, a completed online employment application form along with a cover letter, resume and unofficial transcript are required.

Designated Essential Personnel

No

FLSA Status

Exempt

Position Classification

Administrators

Special Instructions To Applicant

For positions requiring a degree, the official transcripts are required upon hire. An unofficial copy of the degree/transcript is acceptable during the application process and must be attached to the online application. If unable to attach the documentation, please email document to jobs@broward.edu or fax to 954-201-7612, stating clearly the position name(s) and position number(s) the transcript is to be attached to.

Foreign Transcript: Transcripts issued outside of the United States require a equivalency statement from a certified transcript evaluation service verifying the degree equivalency to that of an accredited institution within the USA. This report must be attached with the application and submitted by the application deadline. All required documentation must be received on or before the job posting end date.

**Please note that multiple documents can be uploaded in the “Resume/CV/Transcript/License/Certification” section of the application**

Please refer to link with the instructions on how to submit an application with multiple documents. https://www.broward.edu/jobs/_docs/tutorial_external_applicant_broward_college.pdf.

Employment is contingent upon successful completion of the required background screening process.

Broward College uses E-Verify to check employee eligibility to work in the United States. You will be required to complete an I-9 Form and provide documentation of your identity for employment purposes.

Broward College is an equal opportunity employer and strongly encourages applications from eligible veterans and spouses of veterans, underrepresented groups, including minorities, women, and persons with disabilities. The College does not discriminate on the basis of age, color, disability, gender identity, genetic information, national origin, race, religion, sexual orientation or any other legally protected classification. For inquiries regarding Title IX and the college’s non-discrimination policies, contact the Vice President for Talent and Culture at 954-201-7449, Broward College, 6400 NW 6th Way, Fort Lauderdale, FL 33309. Applicants needing a reasonable accommodation with the application process, please contact the Talent and Culture Department at nanders1@broward.edu.

Disclaimer

The intent of this description is to illustrate the types of duties and responsibilities that will be required of positions given this title and should not be interpreted of describe all the specific duties and responsibilities that may be required in any particular position. Directly related education/experience beyond the minimum stated may be substituted where appropriate at the discretion of the Appointing Authority. Broward College reserves the right to revise or change job duties, job hours, and responsibilities.

The Organization

Lighthouse Community Public Schools

At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving TK-12 public charter schools whose goal is to be the highest performing schools in East Oakland. Our two schools serve over 1,600 students and are a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland.

Learn more at www.lighthousecharter.org.

The Opportunity

Spanish Teacher (High School) — Competencies And Qualifications

Lighthouse Community Public Schools is looking for a talented Spanish Teacher (High School) to join our team who is relentlessly committed to ensuring that traditionally underserved students of color achieve our mission of completing college, securing a career of their choice, and becoming lifelong changemakers in their communities. LCPS teachers believe that this important mission is not only attainable; it is essential to transforming our Oakland community.

If you are inspired by our mission and vision and want to be a changemaker in students’ lives here in Oakland, then please apply and join us!

You will embody the following Core Competencies to be an effective change-agent:

• Be an anti-racist educator committed to educational justice as evidenced by pursuing high academic outcomes for all students, respectful and supportive relationships, well-planned instruction, rigorous daily assessment, and daily opportunities for students to revise and refine their work.
• Facilitate cognitively engaging, student-centered learning.
• Demonstrate a keen belief in and ability to create, collect, and analyze achievement data to drive student learning and outcomes for all students
• Be a strong community builder and team collaborator
• Model and foster a growth mindset with agency, persistence, and flexibility
• Be a collaborative and responsible professional educator
  
  

Your Responsibilities Will Include

INSTRUCTIONAL VISION

• Specific teaching responsibilities of this role include:
• Teach multiple sections of high school Spanish, possibly an elective, and a grade-level Crew/advisory each day.
• All LCPS teachers lead an advisory (known as a “Crew”), morning or afternoon duty (yard supervision) up to 2 times per week, and either a guided study hall or designated ELD course depending on the need of the school and the teacher’s specific licensure.
• Demonstrate culturally responsive pedagogy which gives students the skills, practice, and daily opportunity to grapple with rigorous content each day and includes unrelenting high expectations and an assets-based approach for every student.
• Plan, internalize, and implement adopted, effective, grade-level standards-based curriculum, units, and lessons that are learner-driven and maintain rigor.
• Differentiate curriculum while still maintaining rigor to provide grade-level access and results for all student subgroups, including students with IEPs, English language learners, African-American, and Latinx students.
• Utilize, collect, and analyze rigorous, student-engaged assessments, both formative and summative, to identify and address students’ areas of growth and mastery of learning objectives. To include Altitude, Schoology, MAP, as well as others.
• Additional Duties, as assigned by Supervisor
  
  

CLASSROOM & SCHOOL CULTURE

• Build and maintain a classroom culture that is supportive and learning-centered, undergirded by strong management, efficient procedures, and systems, but most evident in the full inclusion of African-American boys, students with trauma, and students with IEPs in the social and learning community.
• Create positive relationships by building nurturing and affirming teacher-student, student-student, and teacher-family partnerships with a focus on building a community of risk-taking, collaborative learners.
  
  

PROFESSIONAL PRACTICES/STAFF CULTURE

• Grow and contribute as an educator, colleague, learner, and community member including engaging in professional development and your own growth as a teacher in service of student learning and outcomes.
• Demonstrate advocacy, flexibility, and collegiality.
• Demonstrate self-awareness, reflect on practice with self and others, and act on feedback.
• Demonstrate flexibility and ownership of our collective results.
• Administer all policies and procedures in a professional and timely manner as mandated by LCPS, and state and federal agencies (i.e., attendance records, dress code, reporting of sexual/physical abuse).
  
  

Are you ready to join an educational movement that is bigger than one classroom?

If you are excited about the opportunity to foster and facilitate a progressive growth mindset in students and engage in transformational teaching, we are actively looking for student-centered, dedicated, and dynamic teachers.

Minimum Qualifications

We would love to hear from you if your educational toolbox includes the following:

• B.A. or B.S., required
• Appropriate California Teaching Credential or commitment and verified ability to acquire one (must supply unofficial transcripts to verify eligibility if do not have a valid license in CA or another state or country)
• Valid Certificate of Clearance verifying professional fitness for all CA teachers of record, required (if have never held a COC must obtain one before can be fully hired and cleared to start)
• Knowledge of California Common Core State Standards, student-centered, mastery-based learning, curriculum planning, and data analysis, preferred
• 2+ years teaching urban youth with transformational results, preferred
• Familiarity navigating educational platforms
• Experience teaching in a progressive school model
• Bilingual in Spanish preferred
  
  

Environmental Requirements

Able to work in:

• Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings
• Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events
• Airconditioned and heated environments under fluorescent lighting.
  
  

Physical Demands

Ability to: See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS.

Supervision

This position will report to the principal or assistant principal at their school site.

Time Commitment

This position is 1.0 FTE (full-time exempt) and follows a 10-month (190 day) work year with significant student-free days for professional learning and collaboration with colleagues and interaction with families. All new instructional staff will report in late July/early August 2025 (exact calendar TBD).

Common Building Hours: All teachers are expected to maintain common building hours for their school site. These may be subject to change for the 2025-26SY:

• Campus Building Hours: 8:00 - 4:00 pm M, Tu, Th, Fri and 8:00-5:00 on Wednesdays for Professional Development.
• Occasional evening events during the year including start of year Icecream Social, Back to School Night, Expo, and other events identified by the school calendar in advance
  
  

Our Compensation Package

At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA).

To Apply

People of color and/or bilingual candidates are strongly encouraged to apply.

Interested Candidates Should Submit

• Resume.
• Cover letter describing your interest in this exciting position and why you are an optimal fit, including how your teaching philosophy, approach to student learning, and educational expertise would contribute to Lighthouse Community Public Schools.
• 3-5 Professional References: Name, position, phone number and email address. (Two of which should be current or previous supervisors of your role).
• A list of all prior school-based employers: In accordance with Education Code section 44939.5, Lighthouse is required by law to request information from your former school-based employers about your employment history, including verification of credentialed and/or classified experience and whether you were ever the subject of a credible complaint, substantiated investigation, or discipline for egregious misconduct at your school.
  
  

Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site.

Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels.