0 Education & Teaching jobs in Kenya

Nova Pioneer is looking for a superstar Kiswahili Resident Teacher for our Athi River Campus willing and ready to start in September 2025.

We are seeking dynamic individuals who want to empower students with a different learning approach and have an enthusiastic passion for the Kiswahili language. This is an exciting opportunity to be a part of an innovative network of schools that is developing generations of innovators and leaders who will shape the African Century.

Disclaimer: Nova Pioneer does not charge any fee to process your application.

About Nova Pioneer
Imagine a world in which every young person across Africa attends a school that truly sets them up for success in the 21st century. A school that cares about individual students and allows them to explore the world around them. A school that focuses more on developing skills than on memorizing content. At Nova Pioneer, we have done more than just imagine this future, we are bringing it to life. Nova Pioneer is a pan-African, independent network of schools offering high quality, accessible education from pre-primary through secondary school. Nova Pioneer uses a unique, inquiry-based learning approach that encourages students to ask "why" instead of telling them the "what". It allows them to form their own thinking through exploration, investigation, and collaboration. Nova Pioneer currently has 16 schools in South Africa and Kenya with a vision to launch 100 schools and reach tens of thousands of students across the African continent in the next decade. To learn more visit

About The Role
We are hiring Kiswahili Specialist Teachers to oversee the daily learning for our primary school students within a teaching team. You will be required to participate in, and lead where appropriate, extra-curricular programmes in the school and assist in planning and organizing of school events and functions (e.g. inter-house competitions, concerts, school plays, culture days, Kiswahili competitions, and award evenings.)

You will also:

• Provide a safe and secure environment for children to feel comfortable
• Plan and execute appropriate activities for the children each day according to the curriculum, schemes of work and lesson plans that meet the social, physical and emotional needs of the children
• Developing, reviewing and updating schemes of work and lesson plans in line with the school curriculum in partnership with the Learning Design team
• Setting assessments for subject areas/topics when requested or called upon
• Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play
• Instruct and monitor students in the use and care of equipment and materials, in order to prevent injuries and damage
• Organize and lead activities designed to promote physical, mental, and social development such as games, arts and crafts, music, and storytelling
• Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety
• Observe and evaluate each child's progress and provide a written report to the Principal, other school leaders and parents
• Monitor and keep record/ reports of the children's progress and development ranging from records of work covered, progress records, students' rubrics, and portfolios
• Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests
• Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them
• Establish and enforce rules for behavior, and policies and procedures to maintain order among students
• Plan and supervise class projects, field trips, visits by guests, or other experiential activities, and guide students in learning from those activities
• Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence
• Create opportunities for students to learn and appreciate the language through projects and interactions - virtual or physical
• Assist in bus loading and unloading

About You
Skills and Qualifications required:

• TSC certification and a Degree in Education
• You have 3+ years of distinctive experience in teaching Kiswahili
• You have a strong, demonstrated passion for education and young children
• You have strong classroom management skills
• You have an understanding of and passion for inquiry-based, student-centered learning
• You have a team player mentality – enjoy working in teams and group problem-solving
• You care deeply about personal growth and also about developing others
• You have experience teaching early learners and exposure to Montessori learning
• You have good working skills with technology such as Zoom, Google Suites (Gmail, Google Slides), Word, Powerpoint and Excel
• You are a great communicator. You are able to provide clear and effective written and verbal communication
• You are flexible and open to change - you handle uncertainty, complexity, and ambiguity well
• You are a problem solver - you are proactive in identifying issues and address these thoroughly by making an effort to find appropriate solutions
• You are excited about our organizational culture—and in particular, you are fired up to challenge yourself by embracing mutual vulnerability and a firehose of feedback
• You have a desire to further develop your leadership skills and apply them to transform the lives of African youth

How To Apply
Does working at Nova Pioneer excite you? If so, then apply here Now

To apply, please complete the form on the right-hand side of this page. We cannot process applications that are emailed to us.

Please note: Where a copy of your resume is required, copying and pasting from a formatted document e.g. Microsoft Word may not result in the formatting transferring correctly to the final resume. You are encouraged to attach your resume in PDF format to protect formatting.

There are a series of stages in the Nova Pioneer interview process and candidates will be moved forward in the process depending on their success in the previous stage. The process is as follows:

• Phone interview: a short conversation to understand your skills and experience a little better
• Practical demonstration of what you can do: you will complete a written task or a demonstration related to the role you are applying for. Teachers participate in a half-day selection day at one of our campuses as well as deliver a lesson to a class
• In-person interviews: at this point, you will visit one of our schools to meet the team and participate in a series of in-person interviews
• Final interview: you'll have a final conversation with the hiring manager before decisions are made

WORKING AT NOVAPIONEER

Nova Pioneer is a place where our people experience tremendous growth, fast We invest heavily in the growth of our people because it leads to greater mastery in both us and our students. "Novaneers" work harder and work longer hours than most schools but as a result, the growth they experience is extraordinary. We offer consistent and ongoing personal development and provide clear career pathways that ensure that our people are always achieving their personal and professional best. Nova Pioneer has a highly energetic, entrepreneurial environment where our people get to bring their creative and innovative ideas to life. We look for people who are flexible and who are able to adapt and respond quickly to adversity with a positive, can-do attitude (there are no problems, only solutions). We welcome challenges and roll with the punches because it makes us, and our students, better. There is no problem too big for us We bring infectious energy and enthusiasm to everything we do because joy fuels our work and learning. Read more about our culture principles here.

Nova Pioneer will never request an application fee from candidates. If you are contacted with a request to pay a fee from someone claiming to be a Nova Pioneer Talent or Recruitment representative, please do not pay them and report it to us immediately on or
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Company Description

M.M Shah and M.V Shah Academy is a private CBE/International curriculum-based school located in Mombasa with over 950 learners. The school focuses on bringing up an all-around child with both academics and co-curricular activities supported to the highest possible level. With a highly trained team of staff dedicated to giving the best to our learners, the outcome can only be the best.

Role Description

This is a full-time on-site Art Teacher role located in Mombasa. The Art Teacher will be responsible for lesson planning, curriculum development, teaching, art education, and painting on a day-to-day basis. Able to teach from Primary section to A-Level.

Qualifications

• Lesson Planning and Curriculum Development skills
• Teaching and Art Education skills
• Experience in painting
• Ability to develop engaging art programs for students
• Strong communication and interpersonal skills
• Bachelor's degree in Fine Arts, Art Education, or related field
• Previous experience in teaching art to students

Company Description

Princeton Preparatory Schools, located in Gigiri Nairobi, Kenya, is a Christian school that embraces Montessori principles of self-directed activity, collaborative learning, mentoring, and peace within a prepared environment. We follow the Small Schools Initiative, enrolling fewer than 200 students to provide more individualized instruction in an intimate setting. Serving children from 18 months to 5th grade, our Christian-based international school community is informed by the Montessori Method but shaped by our unique community story.

Role Description

This is a full-time on-site role for an Elementary Montessori Teacher in Nairobi County, Kenya. The teacher will be responsible for creating and implementing an inquiry / Montessori-based curriculum, facilitating self-directed learning, guiding collaborative activities, and fostering a nurturing and hands on Christ centered classroom environment. Additional responsibilities include ongoing communication with students, parents, and staff, as well as contributing to the school's community and values.

Qualifications

• Curriculum Development and Teaching skills
• Experience in Elementary Education
• Strong Communication skills
• Knowledge and application of Education principles
• Certified in Montessori teaching methods is a plus
• Experience working in an international school community is a plus
• Experience woring with the Montessori Method, inquiry based curriculums, PYP and American curriculums is desired
• Ability to work in an inclusive, international Christian school community
• Bachelor's degree in Education, Early Childhood Education, or a related field

Company Description

Inventron STEM Hub is a dynamic learning centre committed to empowering learners with strong academic and 21st-century skills. We are seeking a passionate
Mathematics Tutor
to join our team.

Role Description

This is a part time remote role located in Nairobi County, Kenya. The Mathematics Tutor will be responsible for teaching Mathematics according to the CBC and Cambridge Curriculum. Daily tasks include preparing lesson plans, conducting tutoring sessions, evaluating student progress, and providing support to help students understand various mathematical concepts. Responsibilities also include maintaining records of student performance, communicating progress with parents, and participating in professional development activities.

Qualifications

• Strong background in Mathematics, including proficiency in Algebra
• Experience in Tutoring and Online Tutoring
• Excellent Communication skills and Mentoring skills
• Patience, adaptability, and the ability to cater to diverse learning needs
• Relevant teaching certification or qualifications
• Experience with the CBC and Cambridge Curriculum is a plus
• Bachelor's degree in Mathematics, Education, or related field

**BOARD OF EDUCATION

HUMAN RESOURCES DEPARTMENT
BUFFALO
,
NEW YORK 14202
RECRUITMENT BULLETIN RB #25-083

BILINGUAL SCHOOL PSYCHOLOGIST

CENTRAL COMMITTEE ON SPECIAL EDUCATION

AUGUST 23, 2019
NOTICE OF POSITION
Position**
The Superintendent of Schools, Dr. Pascal Mubenga, is interested in receiving applications from qualified candidates for the position of:

**BILINGUAL SCHOOL PSYCHOLOGIST

CENTRAL COMMITTEE ON SPECIAL EDUCATION
Application
Candidates interested in applying must complete an online application on the district web site at Click the
"APPLY"
button at the bottom of this page to start your application. Once the form is completed, click the
"SUBMIT"**
button.

Applications successfully received will generate a confirmation email to the account listed on the application. If you do not receive a confirmation email, (be sure to check your junk and spam mail) we cannot guarantee that your application was received. You must submit an application until you receive a confirmation email.
Qualifications
Candidates must be a New York State certified school psychologist -bilingual extension or certification required.
It is required that candidates must attach a PDF or a screen shot of their certifications.
Candidates must have extensive knowledge of the Buffalo Public Schools Academic Achievement Plan, the role of the Committee on Special Education, Federal and State regulations pertaining to Special Education including the educational benefit review process, extensive knowledge of measuring student response to intervention (RTI), and successful parent relations at a school or district setting.

Duties
The Psychologist will serve as a mandated member of the Committee on Special Education, conduct mandated bilingual/monolingual Psychological/Educational evaluations per State and Federal Regulations, prepare written reports and assist in the development of Individual Education Plans for students with disabilities including computer input into IEP software. The Psychologist will work with general and special education students in classrooms and individually to provide both academic and behavioral Response to Intervention (RTI). They will work with teachers and staff to develop appropriate Functional Behavioral Assessments and Behavioral Intervention Plans and to implement any district academic and behavioral initiatives. The Psychologist will also perform any assigned duties deemed necessary and appropriate.

This recruitment bulletin in no way states or implies that these are the only duties to be performed by this employee. The employee will be required to follow any other instructions and to perform any other related duties as assigned by the appropriate administrator or supervisor. Buffalo Public Schools reserves the right to update, revise or change this recruitment bulletin and related duties at any time without prior notice.
Appointment
Appointment will be made by the Board of Education upon the recommendation of the Superintendent following assessment of training, experience, certifications, credentials and evaluation of service. Personal interviews shall be scheduled where appropriate.

SALARY: Salary schedule based on BTF contract.
FUNDING: Pending
**FINAL DATE

FOR FILING: UNTIL FILLED
DR. PASCAL MUBENGA

SUPERINTENDENT OF SCHOOLS**
The Buffalo Public School District does not discriminate on the basis of an individual's actual or perceived race, color, creed, religion, religious practice, national origin, ethnic group, sex (including sexual harassment and sexual violence), gender identity, sexual orientation (the term "sexual orientation" means heterosexuality, homosexuality, bisexuality, or asexuality ), political affiliation, age, marital status, military status, veteran status, disability, weight, domestic violence victim status, arrest or conviction record, genetic information or any other basis prohibited by New York state and/or federal non-discrimination laws in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. Inquiries regarding the District's non-discrimination policies should be directed to or to: Tami Hollie McGee, Chief of Human Resources 719 City Hall Buffalo, NY

You Could Be Part of Something Transformative

Do you believe every child deserves the chance to thrive in school and beyond?

Beyond Brain Barriers (B³) is looking for Learning Support Teachers to walk alongside children in their journey of growth and inclusion.

As a Learning Support Teacher, you'll work one-on-one with a neurodiverse child for a full school year; supporting them in mainstream schools, at home, or during recreational activities.

You'll:

• Support academic learning and classroom integration

• Foster social-emotional skills and independence

• Collaborate with parents, teachers, and therapists

• Be part of a supervised and trained team that ensures no child is left without support

Who We're Looking For

• Diploma/Degree in Special Needs Education, Psychology, Early Childhood Education, or related field

• At least 1 year of experience working with children

• Empathy, patience, and adaptability

• Willingness to work across school, home, or recreational environments

What You'll Gain

• Competitive compensation + transport allowance

• Continuous training and mentorship

• School holiday leave days (upto 30 days pa)

• A chance to make a real difference, every single day

How to Apply

Send your CV with 1 Reference Contact and Cover Letter to:

Deadline: Applications will be reviewed on a rolling basis. Early applications are encouraged.

Join us in building a world Beyond Brain Barriers, where every child's potential can shine

Description
This posting is being used to fill various Educational Assistant positions at the specified location. The authorized level of these positions is Educational Assistant III. Applications are being accepted down to the Educational Assistant I in the event of recruiting difficulties.

Salary Range:
Educational Assistant I, SR-10: $3,019.78 per month

Educational Assistant II, SR-12: $,260.76 per month

Educational Assistant III, SR-14: 3,526.98 per month

Examples of Duties
Educational Assistants provide paraprofessional support in one of the following ways:

• Within a classroom setting, independently performs a variety of academic and non-academic instructional tasks in accordance with established guidelines and available resources.
• Provides paraprofessional support services to students with disabilities and assist teachers, both special education and general education, in the delivery of educational and behavioral interventions. May independently provide academic, social, vocational, and daily living instruction to students with disabilities in a school and/or community setting to enable them to function as independently as possible. Due to the varied and individual needs of each student a variety of support and assistance is provided and the individual should be flexible adjusting to student needs.
• Serves as a paraprofessional assistant in the delivery of counseling support services and activities for identified students. Serves as a member of the school support team and provides intervening activities prescribed by the school support team for the reduction of a student's specific academic, behavioral or social needs.

Minimum Qualifications
Basic Education Requirements
:
Applicants must possess a high school diploma, General Equivalency Diploma (GED), or equivalent AND one of the following minimum education requirements, which have been established within the parameters described by the Federal Government's No Child Left Behind Act of 2001:

• 48 semester credits, baccalaureate level courses, from an accredited institution of higher education recognized by the Hawaii Department of Education. The forty-eight (48) credits may be from various programs or academic subject areas. In addition, of the 48 credits from baccalaureate level courses, 3 must have been for math and 3 for English courses.
• An Associate in Arts (AA) or Science (AS) degree or higher from an accredited institution recognized by the Hawaii Department of Education. The credits earned for the degree must include a minimum of 48 credits for courses that are baccalaureate level.
• Successful completion of the ParaPro Assessment provided by the Education Testing Service (ETS).

Experience Requirements :
Except for the substitutions provided for in this specification, applicants must have had experience of the kind and quality described below and in the amount shown in the table below:

Class Title General Experience (years)* Specialized Experience (years)*

Educational Assistant I 0 0

Educational Assistant II 1 0

Educational Assistant III 1 1

• One (1) year of General or Specialized Experience is defined as a school year approximately 180 "teacher duty" days or approximately 38 weeks per year.

General Experience: Experience which involved direct interaction with people and which demonstrated the ability to provide and elicit information and to observe, evaluate and take action or report accurately on different situations. In addition, either concurrently or separately, there must be evidence of demonstrated ability to organize materials, maintain records, and write descriptions, consisting of a few sentences, of occurrences or observations. There must also be a demonstrated awareness of basic educational programs, goals, functions, and activities which may have been gained through involvement in activities such as serving on school/community committees, advising youth groups, or taking part in parent/teacher/student meetings and activities.

Specialized Experience: Work experience involving direct contact with students and which included student management (in directing activities, ensuring order, etc.). The experience must have provided familiarity with common academic, social, behavioral, and developmental problems of students, and the opportunity to observe the resolution of these problems by professional staff, or participate in problem resolution under direction of professional staff. The experience must also have involved using a variety of instructional materials, techniques, and equipment, and performance of specific instructional, counseling, or guidance tasks and testing routines. This type of work experience is generally gained in an educational setting by positions providing a variety of supportive services to professional personnel directly engaged in the academic, personal, social, and/or vocational development of students.

Driver's License Requirement:
Some positions require possession of a current, valid driver's license.

Lift and Carry Requirement:
Some positions require the ability to lift up to 65 pounds and/or lift and carry up to 100 pounds with assistance.

Allowed Substitutions of Education for Experience
:

• Possession of a Certificate of Completion in Child Services or related program from an accredited community college may be substituted for one-half (1/2) year of General Experience.
• Successful completion of coursework in a curriculum leading to an Associate in Science degree in Teacher Aide, Educational Assistant, Early Childhood Education or equivalent, from an accredited community college which did not include the completion of a practicum which involved instruction-related activities may be substituted for the General Experience on the basis of fifteen (15) semester credits for one-half (1/2) year of the experience.
• Successful completion of coursework in a curriculum leading to an Associate in Science degree in Teacher Aide, Educational Assistant, Early Childhood Education or equivalent, from an accredited community college which included the completion of practicum which involved instruction-related activities may be substituted for General and/or Specialized Experience on the basis of fifteen (15) semester credits for one-half (1/2) year of experience.
• Possession of an Associate in Science degree in a field such as Teacher Aide, Educational Assistant, Early Childhood Education or equivalent from an accredited community college which included successful completion of a practicum which involved instruction-related activities may be substituted for all of the General and all of the Specialized Experience requirements.
• Successful completion of coursework in a curriculum leading to a bachelor's degree from an accredited four (4) year college or university may be substituted for the General Experience on the basis of fifteen (15) semester credits for one-half (1/2) year of the experience provided that there is also a demonstrated awareness of basic educational programs, goals, functions, and activities which may have been gained through involvement in activities such as serving on school/community committees, advising youth groups, or taking part in parent/teacher/student meetings and activities.
• Possession of a bachelor's degree in Education or its equivalent from an accredited four (4) year college or university may be substituted for all of the General and Specialized Experience requirements.
• Possession of a Professional Diploma in Education or its equivalent from an accredited four (4) year college or university may be substituted for all of the General and Specialized Experience requirements.

Quality of Experience
: Possession of the required number of years of experience will not in itself be accepted as proof of qualification for a position. The applicant's overall experience must have been of such scope and level of responsibility as to conclusively demonstrate the ability to perform the duties of the position.

Supplemental Information
Salary:
The advertised salary is based on full-time employment and includes shortage and school year differentials, if applicable.

Requirements: Applicants must meet all the requirements for the position they are seeking as of the date of the application, unless otherwise specified. Unless specifically indicated, the required education and experience may not be gained concurrently. Calculation of experience is based on full-time, 40-hour workweeks. Part-time experience is pro-rated. Example: Twelve months of experience at 20 hours/week is equivalent to six months of experience, not one year. Also, hours worked in excess of 40 hours/week will not be credited. Example: Twelve months of experience at 60 hours/week is equivalent to one year of experience, not one and a half years.

Temporary Assignment: Claims of Temporary Assignment (TA) experience to meet the minimum qualification requirements must be verified and attached to the application using one of the options below:

• A copy of the applicant's TA History Report or equivalent system-generated report;
• A signed letter from the applicant's supervisor that includes the applicant's name, his/her TA job title, the TA start and end dates (from mm/yy to mm/yy), his/her specific TA duties performed, and either the TA hours worked per week or total TA hours worked; or,
• Copies of the applicant's signed SF-10 Forms.

*Documents: *
Attach all relevant supporting documents to your application. Documents that were attached to applications submitted before November 16, 2023 do not automatically attach or transfer to applications submitted on and after December 16, 2023. All submitted documents become the property of the Hawaii State Department of Education.

Information about Temporary Positions:
Temporary positions may be extended year to year, dependent upon funding and departmental needs. Making yourself available for temporary positions increases your employment possibilities and may lead to permanent opportunities. A person hired for a temporary position may also become a temporary employee upon satisfactory completion of the initial probation period of at least six months. Once a temporary employee, you would be eligible to apply for promotion and transfer opportunities to permanent as well as other temporary positions. You may also enjoy other rights and benefits as afforded to an employee in a permanent position, with the exception of return rights and placement rights associated with a reduction-in-force.

Equal Opportunity
The Hawaii State Department of Education does not discriminate in its educational policies, programs, and activities on the basis of sex, race, color, religion, national origin, age, and disability in accordance with Title IX of the Education Amendments of 1972, Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Age Discrimination Act of 1975, and Americans with Disabilities Act of 1991. The Department does not discriminate in its employment policies, programs, and activities on the basis of sexual orientation, arrest and court record, and National Guard participation, as well as on the basis of sex, race, color, religion, national origin, age, and disability, in accordance with Title VII of the Civil Rights Act of 1964, Age Discrimination in Employment Act of 1967, Americans with Disabilities Act of 1991, Equal Pay Act of 1963, and Chapter 378, Part I, Hawaii Revised Statutes.

Payday
New employees can expect their first paycheck within the first 3 pay periods of their start date. Payday is on the 5th and 20th (or previous business day) of every month.

10-month civil service and SSP employees enjoy a range of competitive benefits:

• Holidays, Personal Leave, and Sick Leave: Many employees enjoy paid holidays, personal leave, and sick leave during the school year provided that all conditions under the respective collective bargaining agreement are met.
• Health Insurance: If eligible, the State pays a part of the premiums for each employee's enrollment in a State sponsored Medical, Drug, Vision, and Adult Dental Plan.
• Group Life Insurance: The State provides a free life insurance policy for employees and retirees.
• Premium Conversion Plan: Participating employees may increase their take-home pay by having the State deduct the cost of health care premiums before payroll taxes are withheld.
• Flexible Spending Accounts: Eligible employees can reduce their federal and state income taxes and social security taxes through a tax-savings benefit program called Island Flex. This program allows employees to set aside money from their paychecks to pay for out-of-pocket health care expenses and eligible dependent care expenses on a BEFORE-TAX basis.
• Retirement Plan: The State contributes to a retirement plan for eligible employees. Generally, employees with at least 10 years of credited service and who have reached 62 years of age or have 30 years of credited service and are 55 years old may retire and receive benefits.
• Tax Shelter Annuity (TSA): If eligible, Department employees are able to participate in a tax shelter annuity program. The TSA plan allows eligible employees to contribute pre-tax dollars to an employee-selected investment service provider authorized to provide TSA products.
• Deferred Compensation: The State offers employees a tax deferred (sheltered) retirement investment program. This program is an opportunity to build a retirement nest egg through voluntary payroll deductions. Several investment options are available.
• Temporary Disability Insurance: Qualified employees may be eligible to receive benefits for a disability caused by a non-work related injury or illness under this program.
• Social Security: As an employer, the State also contributes to an employee's social security account.
• Workers' Compensation: If an employee is injured while on the job, benefits covering medical expenses and partial wage support may be available through workers' compensation.
• Union & Collective Bargaining: Employees have the right to join the union for collective bargaining with the State and employee representation. Some employee unions provide discounts, insurance and other opportunities. Employees may also decide not to join a union, however, employees are required to pay union service fees unless the employee's job is excluded from collective bargaining.

The above is intended as a general summary of the benefits offered and is subject to change. This does not constitute a contract or binding agreement. Benefits vary by type of employment appointment and collective bargaining agreements.

01

EDUCATION REQUIREMENT:
Do you possess a high school diploma, General Equivalency Diploma (GED) or equivalent?

• Yes
• No

02

EDUCATION REQUIREMENT (cont.):
Select the option that best describes how you meet the Education Requirement.

Note:
You must submit a copy of your official transcripts or ParaPro score report to receive credit for your education. On-line/Internet copies of your transcripts are NOT acceptable.

• I have 48 semester credits of baccalaureate level courses from an accredited institution recognized by the Hawaii Department of Education which includes 3 credits in English and 3 credits in Math.
• I have an Associate in Arts (AA) or Science (AS) degree or higher from an accredited institution recognized by the Hawaii Department of Education which includes a minimum of 48 semester credits at the baccalaureate level.
• I scored 459 points or higher on the ParaPro Assessment given by Educational Testing Service (ETS).
• None

03

EXPERIENCE REQUIREMENT FOR LEVEL II, III:
If you have experience that involved direct interaction with people which demonstrated the ability to provide and elicit information and to observe, evaluate and take action or report accurately on different situations AND/OR experience in an educational setting involving direct contact with students that included student management (e.g. directing student activities, ensuring order, etc.) which provided a familiarity of common academic, social, behavioral, and developmental problems of students, please provide the following information for each employer:

Job title, place of employment, dates of employment (from/to, month/year), number of hours worked per week and specific duties performed.

If you do not have any experience, type "None" in the space provided.
04

EDUCATIONAL AWARENESS REQUIREMENT FOR LEVEL II, III:
From the options listed, select all that apply to you.

• I have experience serving on school/community committees.
• I have experience advising youth groups.
• I have experience taking part in parent/teacher/student meetings and activities.
• I have experience as a Paraprofessional Tutor, Skills Trainer, Educational Assistant, Teacher Aide, Teacher, or related position.
• I have other related experience.
• None of the above.

05

EDUCATIONAL AWARENESS REQUIREMENT FOR LEVEL II, III (cont.):
If you selected "I have other related experience" from the previous question, please use the space provided to list your other related experience.

If you do not have any other related experience to list, you can write "N/A."

06

SUBSTITUTION OF EDUCATION FOR EXPERIENCE:
Please select the option that best describes your educational background.

Note:
You must submit a copy of your official transcripts to receive credit for your education. On-line/Internet copies of your transcripts are NOT acceptable.

• I have a Certificate of Completion in Child Services or related program from an accredited community college.
• I have 15 or more semester credits of a curriculum leading to an AS degree in a field such as Teacher Aide, Educational Assistant, Early Childhood Education, or its equivalent, from an accredited community college.
• I have 15 or more semester credits of a curriculum leading to a bachelor's degree from an accredited 4 year college or university.
• I have a bachelor's degree in Education or its equivalent from an accredited college or university.
• I have a Professional Diploma in Education or its equivalent from an accredited college or university.
• None of the above.

07

DRIVER'S LICENSE:
Some Educational Assistant positions require possession of a current, valid driver's license. Are you interested in being considered for positions with this requirement?
Note:
If you mark "Yes," you must submit a copy of your current, valid driver's license.

• Yes
• No

08

ABILITY TO LIFT:
Some Educational Assistant positions require the ability to lift up to 65 pounds.

Are you able to lift up to 65 pounds?

• Yes
• No

09

ABILITY TO LIFT AND CARRY:
Some Educational Assistant positions require the ability to lift and carry up to 100 pounds with assistance.

Are you able to lift and carry up to 100 pounds with assistance?

• Yes
• No

10

TRANSCRIPTS, CERTIFICATIONS, AND OTHER VERIFYING DOCUMENTS:
Official or copies of official transcripts, certifications (front and back), and other verifying documents must be received in our office within ten (10) calendar days from the date of your application.

If these documents are NOT received by the deadline, your application may be rejected.

• I understand, and will submit the required documents to CSSP Recruitment within ten (10) calendar days.
• I understand, but I will not submit the required information. I understand that my application may be rejected.
• I have previously submitted my verifying documents for another recruitment.

Required Question

Join the Prep Academy Tutors Team – Where Passion Meets Opportunity
At
Prep Academy Tutors
, we're on a mission to ignite the love of learning and help students achieve their fullest potential. We're a dynamic, private in-home and online tutoring company dedicated to providing top-tier educational support across all subjects and for students of all ages. But here's the catch: we don't just hire anyone. We only hire the best.

Are you an
energetic
,
enthusiastic
, and
driven educator
who wants to make a real difference? Are you passionate about
shaping young minds
and
helping students succeed
? Then we want
YOU

Who's the Right Fit?
We are looking for
certified teachers
or those on the path to becoming one. You should be the kind of person who
loves teaching
, thrives on
student success
, and is
committed to excellence
. We're all about creating an environment where learning can happen in a fun, engaging, and personalized way.

As a Prep Academy Tutor, You Will

• Empower students with academic support based on the C curriculum.
• Develop customized learning plans that help students truly understand the material, not just memorize it.
• Offer remedial and enrichment opportunities to help students who need extra support—or a challenge to stretch them further.
• Collaborate with parents to keep them in the loop on progress, struggles, and successes.

Perks and Benefits:
We know you have options when it comes to who you tutor for. That's why we offer
competitive rates
because your time and skills deserve to be valued.

• Flexible Hours – We understand you have a life outside of tutoring Whether it's a side hustle, family time, or a passion project, you'll have the freedom to set your own schedule. You're the boss of your time
• Professional Development – We're all about growth. With ongoing learning opportunities and access to a network of supportive colleagues, you'll continue to sharpen your skills and evolve as an educator.
• Supportive Work Environment – Our team is like a family. We thrive on collaboration, sharing ideas, and helping each other out. When you succeed, we all succeed.
• Be Your Own Boss – Want to feel like you're in control of your career? As a tutor with us, you get to take charge of your schedule and student load, giving you the autonomy you crave.

What We're Looking For:
We're seeking dynamic, compassionate educators who meet at least one of the following criteria:

• You hold a current, valid registration with the Connecticut State Department of Education.
• You're a qualified teacher in the United States (or in the process of becoming one).
• You're a current teacher candidate pursuing a Bachelor of Education.
• You have experience as a lecturer or course instructor at an accredited U.S. or Canadian university.

Ready to join a team that values your skills, your passion, and your independence?
If you're an inspiring educator ready to make a real difference, we want to hear from you

• Lead the design, development, and evaluation of comprehensive curricula for various educational programs, ensuring alignment with learning objectives and industry standards.
• Collaborate with subject matter experts (SMEs) to translate complex information into clear, concise, and engaging learning content.
• Develop a variety of instructional materials, including lesson plans, student guides, facilitator guides, assessments, and interactive e-learning modules.
• Utilize instructional design models (e.g., ADDIE, SAM) and best practices to create effective learning solutions.
• Incorporate adult learning principles, UDL (Universal Design for Learning), and accessibility standards into all curriculum development efforts.
• Manage multiple curriculum development projects simultaneously, ensuring timely delivery and adherence to quality standards.
• Conduct needs assessments to identify learning gaps and opportunities for curriculum improvement.
• Evaluate the effectiveness of existing curricula through feedback mechanisms, data analysis, and learner performance metrics.
• Research and recommend innovative educational technologies and learning platforms to enhance the learning experience.
• Facilitate training sessions or workshops on new curriculum content for instructors or facilitators, virtually.
• Maintain accurate documentation of curriculum design processes, decisions, and content.
• Contribute to the development of a scalable and sustainable curriculum framework.
• Stay current with advancements in educational theory, instructional design, and learning technologies.
• Provide guidance and mentorship to junior curriculum developers or instructional designers.
• Ensure all developed content is culturally sensitive and inclusive.

• Master's degree in Education, Instructional Design, Curriculum Development, or a related field.
• Minimum of 6 years of experience in curriculum design and development, preferably in a remote or distributed team environment.
• Proven expertise in applying adult learning theories and instructional design principles.
• Experience with learning management systems (LMS) and authoring tools (e.g., Articulate Storyline, Adobe Captivate).
• Strong project management skills with the ability to manage complex projects from inception to completion.
• Excellent written and verbal communication skills, with a keen eye for detail.
• Ability to collaborate effectively with diverse stakeholders, including SMEs, educators, and technical teams.
• Proficiency in developing engaging e-learning content and multimedia resources.
• Strong analytical and problem-solving skills.
• Demonstrated ability to work independently and proactively in a remote setting.
• Experience in curriculum evaluation and assessment design.
• A portfolio showcasing exemplary curriculum development work is highly desirable.