52 Rubrics Jobs - Page 2

The Video Editing and Motion Graphics Trainer is responsible for delivering high-quality training in video editing, compositing, and motion graphics. The role includes instructing students on the technical and creative aspects of editing and animation, guiding them through hands-on projects, and preparing them for careers in digital media, advertising, filmmaking, and content creation. Key Responsibilities:1. Training Delivery Conduct classroom and/or online sessions on video editing, motion graphics, and visual effects. Teach industry-standard tools such as Adobe Premiere Pro, Adobe After Effects, DaVinci Resolve, and Final Cut Pro. Cover topics such as non-linear editing, audio syncing, color grading, keyframing, transitions, text animation, and visual effects basics. 2. Curriculum Development Design and regularly update course content, training modules, project briefs, and reference materials. Ensure all course materials align with current industry trends and production standards. 3. Student Support & Mentorship Provide individual guidance and support during practical sessions and projects. Review student assignments and portfolios, offering constructive feedback for improvement. Assist students in creating a professional demo reel for placements or freelance opportunities. 4. Assessment & Evaluation Develop tests, project evaluations, and rubrics to assess student learning outcomes. Monitor attendance and maintain student performance records. Share feedback and progress reports with academic coordinators. 5. Continuous Improvement & Collaboration Stay updated with the latest tools, trends, and techniques in video editing and motion graphics. Participate in faculty development workshops and curriculum meetings. Coordinate with other trainers and departments to maintain consistency in academic delivery. Required Qualifications & Skills: Proficiency in Adobe Creative Suite (especially Premiere Pro and After Effects) and/or other editing software. Strong understanding of cinematic storytelling, timing, pacing, typography, and visual aesthetics. Excellent communication and presentation skills. Ability to mentor and inspire students of diverse skill levels. Preferred Qualifications: Experience working on commercial projects (ads, social media content, short films, etc.). Familiarity with visual effects (VFX), audio editing, and 3D motion graphics tools is a plus. Prior experience as a trainer or educator in a creative field. Job Type: Full-time Pay: ₹15,000.00 - ₹20,000.00 per month Schedule: Day shift Supplemental Pay: Performance bonus Work Location: In person

Job Summary : We are looking for an experienced and passionate English Tutor to help students prepare for their English Language and Literature exams for our Kasba and Prince Anwar Shah Road Center . The ideal candidate will have a strong understanding of the English syllabus, with a focus on both written and spoken English, and the ability to teach students at varying levels of proficiency. As an English Tutor, you will provide tailored lesson plans, effective exam strategies, and support to ensure students achieve their academic goals. Key Responsibilities : Lesson Planning and Delivery : Develop and deliver engaging, interactive lessons in English Language and English Literature aligned with different curricula. Focus on improving students’ writing, comprehension, grammar, and analysis of literary texts. Tailor lessons to meet the individual needs of each student, ensuring content is accessible and challenging according to their level. Exam Preparation and Strategies : Provide targeted exam preparation and review, focusing on past papers, writing techniques, and comprehension skills. Help students develop effective exam strategies, including time management, essay writing, and critical thinking skills. Guide students in understanding and interpreting exam rubrics and requirements for both language and literature components. Student Assessment and Feedback : Regularly assess students’ progress through homework, quizzes, practice exams, and written assignments. Provide detailed, constructive feedback on writing tasks, essays, and other assignments to improve clarity, structure, and style. Track student progress and adjust lesson plans accordingly to address areas of weakness or difficulty. Engagement and Motivation : Create a motivating and supportive environment that encourages student participation and confidence in their abilities. Foster a love for literature and language, encouraging students to explore a wide range of texts and ideas. Engage students with creative learning activities, such as group discussions, debates, and creative writing. Reading and Literary Analysis : Teach students to analyze and interpret various literary texts, including novels, poetry, and plays, as per different curricula. Help students improve their ability to write analytical essays, identifying literary devices, themes, and characters. Communication and Parent Liaison : Maintain regular communication with parents regarding their child’s progress, strengths, and areas requiring improvement. Provide suggestions for additional resources or practice to support student development outside of tutoring sessions. Additional Support : Offer extra tutoring sessions for students who need additional help or are struggling with specific areas of the syllabus. Help students with coursework or projects related to different curricula. Qualifications : Bachelor’s/Master's degree in English , Literature , or a related field (Master’s degree preferred). Strong understanding of the English Language and English Literature syllabus and exam requirements. Proven experience teaching English, with a track record of helping students achieve high marks. Familiarity with grading criteria and assessment methods of different curricula. Prior experience with IGCSE/IB curricula is preferred. Skills and Abilities : Fluent in English with excellent spoken and written communication skills. Strong organizational skills with the ability to manage lesson planning, assessments, and student feedback. Ability to explain complex literary concepts and writing techniques clearly and in a student-friendly manner. Experience with online teaching platforms (if teaching remotely). Ability to inspire and motivate students, fostering a positive attitude towards the subject. Excellent time management skills, particularly in preparing students for exams. Ability to assess student progress and adapt teaching methods accordingly. Patience, empathy, and strong interpersonal skills to build effective relationships with students and parents. Has experience teaching international curricula. Job Type: Full-time Pay: Up to ₹23,000.00 per month Benefits: Paid time off Schedule: Day shift Fixed shift Supplemental Pay: Yearly bonus Experience: Teaching: 1 year (Required) total work: 1 year (Required) Work Location: In person Application Deadline: 13/06/2025 Expected Start Date: 16/06/2025

Attained Graduate Level Education? Graduate Level Expert AI Data Trainer Join the team powering the next generation of AI language models. Why This Matters Large‑scale Language Models Are No Longer Just Clever Chatbots—they’re Becoming Powerful Engines For Mathematical And Scientific Discovery. With The Right Training Data, Tomorrow’s AI Could Democratize access to world‑class education Stay current on leading‑edge research Automate routine calculations, coding, and lab workflows for scientists everywhere That training data starts with you. Your Mission As an Expert , you’ll act as a subject‑matter “teacher” for the model: Write & solve problems in your domain of study. Design rubrics that define what a perfect answer looks like. Grade model outputs, pinpointing gaps in logic, ethics, or clarity. Coach the model to self‑evaluate, reason step‑by‑step, and unlock creativity. You’ll collaborate with fellow expert trainers, quality analysts, and AI researchers—directly shaping how cutting‑edge AI understands and reasons in your field of study. Experience We’re Looking For Must‑Have Graduate Degree in any domain (PhD or Masters) Native Level of proficiency in Mandarin Chinese Nice‑to‑Have Peer‑reviewed research University teaching or high‑level tutoring Specialized Industry experience A Typical Day Data creation (core) – authoring and solving domain‑specific problems. Model assessment – scoring answers and refining evaluation criteria. Instruction refinement – rewriting prompts so the next trainer can work even faster. Quality & ethics reviews – flagging bias, inaccuracies, or unsafe content. Info syncs – short stand‑ups or workshops on new campaigns and findings. Who Thrives Here Critical thinkers who love deconstructing complex concepts. Clear communicators able to explain both what is wrong and why. Detail‑oriented professionals with a strong ethical compass. Agile multitaskers who enjoy switching between micro‑tasks and deep dives. Patient collaborators who give constructive, respectful feedback. Compensation $15 - $30 USD per hour Ready to turn your expertise from your field of study into the knowledge base for tomorrow’s AI? Apply today and start teaching the model that will teach the world. Employment type: Contract Workplace type: Remote Seniority level: Mid‑Senior Level Show more Show less

Overview We are seeking a skilled Maths Content Developer to create engaging and comprehensive lesson plans and content specifically tailored for Grade 9 & 10 students. The ideal candidate will have a strong understanding of the Math curriculum for this grade level and the ability to develop creative and effective teaching materials. This role requires creativity, attention to detail, and a passion for education. Responsibilities Curriculum Research and Development: Conduct thorough research on the Math curriculum standards and requirements for Grade 9 & 10. Develop a comprehensive understanding of the topics, skills, and learning objectives covered in the curriculum. Lesson Plan Creation Design detailed and well-structured lesson plans for Grade 9 & 10 Math classes, covering various aspects. Incorporate diverse teaching strategies, activities, and resources to engage students and promote active learning. Ensure alignment of lesson plans with curriculum standards and educational best practices. Content Development Create high-quality teaching materials, including worksheets, handouts, presentations, and multimedia resources, to support the lesson plans. Develop original content and adapt existing materials to suit the specific needs and interests of Grade 9 & 10 students. Integrate technology tools and digital resources to enhance the learning experience and cater to different learning styles. Assessment And Evaluation Develop rubrics and scoring guides to provide clear criteria for evaluating student work. Professional Development Stay informed about current trends, research, and best practices in Math teaching and learning. Participate in professional development opportunities to enhance knowledge and skills related to curriculum development and instructional design. Qualifications Bachelor's degree in Education, Math or a related field (Master's degree preferred). Previous experience in curriculum development, lesson planning, or teaching Math grade 9 & 10 level. Strong knowledge of English language curriculum standards and educational frameworks. Excellent written and verbal communication skills. Proficiency in instructional design principles and pedagogical approaches. Creativity and innovation in developing engaging and effective teaching materials. Attention to detail and ability to maintain high standards of quality. Skills: attention to detail,curriculum development,time management,creative writing,subject matter experts,critical thinking,lesson planning,adaptability,assessment and evaluation,freelancer,content creation,educational best practices,materials,communication,teaching,research skills,sst,creativity,english,technology integration,learning,instructional design,curriculum design,communication skills,research,educational standards Show more Show less

Dr. Reddy’s Laboratories Ltd. is a leading multinational pharmaceutical company based across global locations. Each of our 24,000 plus employees comes to work every day for one collective purpose: to accelerate access to affordable and innovative medicines because Good Health Can’t Wait . We started in 1984 with a modest investment, 20 employees and a bold vision. Today, we have research and development centres, manufacturing facilities or a commercial presence in 66 countries. For nearly four decades, we have stood for access, affordability and innovation based on the bedrock of deep science, progressive people practices and robust corporate governance. As the pharmaceutical industry evolves and undergoes disruption, we see an opportunity – to strengthen our core further (the next steps) and to build the future (the new bets). ‘The Next and the New’ is how we aim to continue to be the partner of choice – purpose-driven, future-ready and sustainable. Our aim is to reach over 1.5 Bn+ patients across the world by 2030 by growing our core businesses and building for the future with sustainability at the core of our purpose and strategy. Sustainability for us means operating in a manner that respects people, planet and purpose – helping us conserve precious resources, serve our patients, create value for stakeholders, give back to society, fulfil our potential and maintain our integrity and transparency Dr Reddy’s maintains a work environment, free from discrimination and is an equal opportunity employer. We are committed to employ & nurture all qualified diverse workforce without regard to race, colour religion, nationality, sex, age, disability status, genetics, sexual orientation, gender expression, citizenship or any other characteristic or classification protected by applicable law(s) of the country we operate in. We treasure every talent, and recognize merit and diversity in our organization. Job Description Job Summary We are looking for an individual for the SIT Team to oversee the investigation of level 2 and 3 incidents, working closely with Cross-Functional Team (CFT) members to identify root causes and implement corrective and preventive actions. The role involves active participation in investigating Out of Specification (OOS) cases, ensuring accurate classification in the SAP incident log, and providing support during regulatory inspections. Roles & Responsibilities • You will be responsible for overseeing the investigation of level 2 and 3 incidents from the outset, collaborating closely with Cross-Functional Team (CFT) members to identify root causes, corrective actions (CA), preventive actions (PA), and preparing comprehensive reports. • Your role involves active participation in investigating valid OOS (Out of Specification) and other relevant cases, working closely with CFT members to determine root causes, CA, PA, and report writing. • You will review level 1B incidents, providing constructive feedback for improvement. • Your responsibilities include periodically assessing the trending of level 1A incidents, highlighting or escalating key observations, regularly reviewing the SAP incident log to ensure accurate classification, and utilizing the Rubrics template for crafting investigation reports. • You will offer necessary support to the site in readiness for or during regulatory inspections related to investigations. Qualifications Educational qualification: A Bachelor's or Master's degree in a relevant scientific field, such as Chemistry, Biochemistry, Pharmacy, or related discipline Minimum work experience : 7 to 10 years of experience in a pharmaceutical or related industry with a focus on investigations and quality assurance Skills & attributes: Technical Skills • In-depth knowledge and experience in overseeing investigations, and familiarity with root cause analysis, corrective actions (CA), and preventive actions (PA). • Expertise in investigating valid OOS and other relevant cases. • Familiarity with reviewing SAP incident log and ability to perform classification of data. • Ability to craft comprehensive investigation reports. • Experience in providing necessary support for regulatory inspections related to investigations. • Knowledge of regulatory requirements pertaining to incident investigations. Behavioural Skills • Ability to collaborate closely with CFT members. • Analytical mind set for identifying root causes and developing effective solutions. • Strong problem-solving skills and attention to detail in reviewing incidents, reports, and trending data and implementing corrective actions. • Effective communication skills for report writing and escalation of key observations. • Commitment to ensuring compliance with regulatory requirements in investigations. • Ability to offer necessary support to the site in readiness for or during regulatory inspections. Additional Information About the Department Global Manufacturing Organisation (GMO) At Dr. Reddy's Laboratories, we are dedicated to making a meaningful impact on global healthcare through precision manufacturing and innovation. With a legacy of excellence, we are a leading force in the pharmaceutical industry. We operate 19 state-of-the-art manufacturing plants across Hyderabad, Vizag, Baddi, Mexico, Shreveport, and Mirfield, comprising 8 OSD facilities, 3 Injectables facilities, and 8 API facilities. Benchmarking manufacturing processes and continuous operational excellence are at the core of our capability to deliver quality medicines to our patients in 66 countries. We manufacture a portfolio of complex APIs and 1,150+ drug master files across key therapy areas such as Oncology, Cardio-vascular, Central Nervous System and Anti-Diabetes. he World Economic Forum has recognised our largest manufacturing facility in Bachupally, Hyderabad, as part of its Global Lighthouse Network. We aspire to be the most efficient pharma operations in the world. Our productivity improvement and digitalisation efforts are key to staying competitive, meeting business imperatives, and meeting our ambitious ESG goals. Building such ‘factories of the future’ is integral to innovation and to build healthcare of the future. Benefits Offered At Dr. Reddy’s we actively help to catalyse your career growth and professional development through personalised learning programs. The benefits you will enjoy at Dr. Reddy’s are on par with the best industry standards. They include, among other things and other essential equipment, joining & relocation support, family support (Maternity & Paternity benefits), learning and development opportunities, medical coverage for yourself and your family, life coverage for yourself. Our Work Culture Ask any employee at Dr. Reddy’s why they come to work every day and they’ll say, because Good Health Can’t Wait. This is our credo as well as the guiding principle behind all our actions. We see healthcare solutions not only as scientific formulations, but as a means to help patients lead healthier lives, and we’re always attuned to the new and the next to empower people to stay fit. And to do this, we foster a culture of empathy and dynamism. People are at the core of our journey over the last few decades. They have been supported by an enabling environment that buoys individual ability while fostering teamwork and shared success. We believe that when people with diverse skills are bound together by a common purpose and value system, they can make magic. For more details, please visit our career website at https://careers.drreddys.com/#!/ Show more Show less

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:55 Position Category General Classroom End Time 3:55 School / Department Address 16950 SW Lisa St Beaverton, OR 97006 Employment type Full Time Job Description " TEACHER Purpose The Teacher plans and implements an instructional program that fosters learning and growth, creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal or Assistant Principal Nature & Scope : The Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District�s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students� learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students� academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant and selected in accordance with Board policy. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Modifies the general education curriculum for students with disabilities in accordance with the the student's IEP, using a variety of instructional techniques and technologies. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students� intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with endorsement in the assigned subject area. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions The Teacher works primarily in a school building. Although the primary work is indoors, the Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : May 15, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran�s status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton�s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Closing Date 11-Jun-2025 Show more Show less

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:55 Position Category Special Education End Time 3:55 School / Department Address 16950 SW Lisa St Beaverton, OR 97006 Employment type Full Time Job Description SPECIAL EDUCATION TEACHER Purpose: The Special Education Teacher plans and implements an instructional program that fosters learning and growth for students with disabilities. The Special Education teacher creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal, Assistant Principal, or Special Education Administrator Nature & Scope : The Special Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District�s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students� learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students� academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Modifies the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students� intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. Essential Job Functions Specific to Special Education: Case manages and coordinates the IEP process for all students on caseload. Confers with parents, administrators, testing specialists, social workers, and other professionals to develop IEPs designed to promote students� educational, physical, and social/emotional development. Schedules and manages the activities of paraprofessionals. Delegates duties to Instructional Assistants, and monitors effectiveness, providing direction and training as needed. Serves as a member of multidisciplinary teams. Maintain close and frequent communication with parents, guardians, concerned agencies and outside professional consultants. Routinely communicates with general education Teachers in regards to specific IEP needs of students within regular classroom environments. Counsels Teachers on effective modifications, and assists with ensuring that students are receiving the requisite instructional support as identified on the student�s IEP. Serves as an expert resource on the application of Special Education law in the classroom and appropriate instructional strategies. Provides specialized instruction, such as Behavior Instruction or Cognitive Instruction or Work Exploration. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with Handicapped Learner authorization. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions The Special Education Teacher works primarily in a school building. Although the primary work is indoors, the Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Special Education Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit: BEA FLSA Status Exempt Date Approved: Date Revised: May 15, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status, genetic information or disability in any educational programs, activities or employment. "" Benefits We invite you to visit Beaverton�s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Closing Date 11-Jun-2025 Show more Show less

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:55 Position Category PE & Health End Time 3:55 School / Department Address 16950 SW Lisa St Beaverton, OR 97006 Employment type Part Time Preferred Qualifications Bilingual Spanish preferred. Prefer part-time candidates. Job Description PHYSICAL EDUCATION TEACHER Purpose: The Physical Education Teacher instructs and encourages all students to develop lifelong habits of healthy physical activity and sportsmanship. The Physical Education Teacher plans and implements an instructional program that fosters learning and growth, creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal or Assistant Principal Nature & Scope : The Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District�s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students� learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students� academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant and selected in accordance with Board policy. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Modifies the general education curriculum for students with disabilities in accordance with the student's IEP, using a variety of instructional techniques and technologies. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students� intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. Essential Job Functions Specific to Physical Education: Analyzes, demonstrates and explains motor skills, social skills, fitness, healthy eating and fitness concepts through a variety of games, activities, rhythms and exercise that lead to life-time fitness. Consistently provides opportunity for at least 50% of class time to be moderate to vigorous physical activity for all children. Provides appropriate safety instruction and makes safety checks prior to using equipment and before utilizing teaching space (including field areas and gyms) to ensure the overall safety of pupils. Stores, controls, and maintains inventory of equipment used in physical education. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with endorsement in the assigned content area of Physical Education. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions The Physical Education Teacher works primarily in a school building and on school building grounds; instructional time is typically spent in a gymnasium or on outdoor athletic fields. The incumbent must be able to demonstrate proper form for numerous sports and recreational activities, and must be able to stand and/or walk for long periods of time. The work environment may include exposure to unpleasant interior or exterior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Physical Education Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : May 15, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran�s status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton�s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Closing Date 11-Jun-2025 Show more Show less

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:55 Position Category General Classroom End Time 3:55 School / Department Address 16950 SW Lisa St Beaverton, OR 97006 Employment type Part Time Job Description " TEACHER Purpose The Teacher plans and implements an instructional program that fosters learning and growth, creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal or Assistant Principal Nature & Scope : The Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District�s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students� learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students� academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant and selected in accordance with Board policy. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Modifies the general education curriculum for students with disabilities in accordance with the the student's IEP, using a variety of instructional techniques and technologies. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students� intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with endorsement in the assigned subject area. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions The Teacher works primarily in a school building. Although the primary work is indoors, the Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : May 15, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran�s status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton�s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Closing Date 11-Jun-2025 Show more Show less

Company : Skillbot Academy Faculty is responsible for delivering high-quality education and training in the field of logistics and supply chain management. This role involves designing and conducting courses, mentoring students, and staying current with industry trends. The ideal candidate should have extensive industry experience, strong teaching skills, and a passion for sharing knowledge. Key Responsibilities: Curriculum Development: Develop and update course materials, including syllabi, lectures, assignments, and assessments. Incorporate current industry trends and best practices into the curriculum. Classroom Instruction: Deliver engaging and informative lectures to students. Foster a positive and interactive learning environment. Use various teaching methods, including case studies, simulations, and group discussions. Student Engagement: Mentor and guide students in their academic and career development. Provide individualized support and feedback to students. Encourage critical thinking and problem-solving skills. Assessment and Grading: Create fair and transparent grading rubrics. Assess student performance and provide timely feedback. Administer exams and assignments. Job Type: Full-time Schedule: Day shift Language: English (Preferred) Work Location: In person

Job Summary : We are looking for an experienced and passionate English Tutor to help students prepare for their English Language and Literature exams for our Chinar Park Center . The ideal candidate will have a strong understanding of the English syllabus, with a focus on both written and spoken English, and the ability to teach students at varying levels of proficiency. As an English Tutor, you will provide tailored lesson plans, effective exam strategies, and support to ensure students achieve their academic goals. Key Responsibilities : Lesson Planning and Delivery : Develop and deliver engaging, interactive lessons in English Language and English Literature aligned with different curricula. Focus on improving students’ writing, comprehension, grammar, and analysis of literary texts. Tailor lessons to meet the individual needs of each student, ensuring content is accessible and challenging according to their level. Exam Preparation and Strategies : Provide targeted exam preparation and review, focusing on past papers, writing techniques, and comprehension skills. Help students develop effective exam strategies, including time management, essay writing, and critical thinking skills. Guide students in understanding and interpreting exam rubrics and requirements for both language and literature components. Student Assessment and Feedback : Regularly assess students’ progress through homework, quizzes, practice exams, and written assignments. Provide detailed, constructive feedback on writing tasks, essays, and other assignments to improve clarity, structure, and style. Track student progress and adjust lesson plans accordingly to address areas of weakness or difficulty. Engagement and Motivation : Create a motivating and supportive environment that encourages student participation and confidence in their abilities. Foster a love for literature and language, encouraging students to explore a wide range of texts and ideas. Engage students with creative learning activities, such as group discussions, debates, and creative writing. Reading and Literary Analysis : Teach students to analyze and interpret various literary texts, including novels, poetry, and plays, as per different curricula. Help students improve their ability to write analytical essays, identifying literary devices, themes, and characters. Communication and Parent Liaison : Maintain regular communication with parents regarding their child’s progress, strengths, and areas requiring improvement. Provide suggestions for additional resources or practice to support student development outside of tutoring sessions. Additional Support : Offer extra tutoring sessions for students who need additional help or are struggling with specific areas of the syllabus. Help students with coursework or projects related to different curricula. Qualifications : Bachelor’s/Master's degree in English , Literature , or a related field (Master’s degree preferred). Strong understanding of the English Language and English Literature syllabus and exam requirements. Proven experience teaching English, with a track record of helping students achieve high marks. Familiarity with grading criteria and assessment methods of different curricula. Skills and Abilities : Fluent in English with excellent spoken and written communication skills. Strong organizational skills with the ability to manage lesson planning, assessments, and student feedback. Ability to explain complex literary concepts and writing techniques clearly and in a student-friendly manner. Experience with online teaching platforms (if teaching remotely). Ability to inspire and motivate students, fostering a positive attitude towards the subject. Excellent time management skills, particularly in preparing students for exams. Ability to assess student progress and adapt teaching methods accordingly. Patience, empathy, and strong interpersonal skills to build effective relationships with students and parents. Has experience teaching international curricula. Job Type: Full-time Pay: Up to ₹23,000.00 per month Benefits: Paid time off Schedule: Day shift Fixed shift Supplemental Pay: Yearly bonus Experience: Teaching: 1 year (Required) total work: 1 year (Required) Work Location: In person Application Deadline: 08/06/2025 Expected Start Date: 15/06/2025

About the Role At Bhanzu , we’re reimagining English education by moving beyond rote rules to logic-first, engaging learning. We’re looking for an experienced English educator who thrives on coaching others, builds learning cultures, and drives instructional excellence. As a Lead Academic Trainer , you’ll take ownership of onboarding, mentoring, and upskilling English teachers across geographies. You’ll ensure every educator is equipped to deliver Bhanzu’s high-quality, logic-first pedagogy with consistency and impact. About Bhanzu Founded by Neelakantha Bhanu — the World’s Fastest Human Calculator and TEDx Speaker — Bhanzu is a global learning movement with over 30,000 students in 15+ countries. Our English curriculum is led by Sree Devi G., CBSE resource person, Fulbright Fellow (USA), and author of 32 books. 📝 What You’ll Do Train and mentor English teachers to deliver high-impact, student-centric classes Conduct onboarding and upskilling sessions aligned with Bhanzu’s logic-first pedagogy Co-develop training materials and enhance trainer handbooks, rubrics, and SOPs Monitor training effectiveness and improve based on feedback and performance data Provide structured, actionable feedback to teachers to drive consistency, engagement, and quality Represent Bhanzu’s teaching philosophy and ensure its consistent application in classrooms ✅ What You Need Must-Have: Minimum 1 year of experience in training educators (English focus preferred) Master’s in English or related field with excellent communication skills Strong command over spoken and written English Passion for teaching and mentoring adult learners Good to Have: Prior experience teaching students from international regions such as the US, UK, or ANZ Experience in curriculum design or instructional development Familiarity with remote training tools 🕒 Time Commitment Full-time role: 11 AM – 8 PM IST (Work from Home) Weekly off: Sunday Show more Show less

Job Title: Regional Learning Manager Location: Thrissur, Palakkad, & Malappuram Reports To: Chief Academic Officer Type: Full-time Role Summary: The Regional Learning Manager (RLM) at Funmiyo leads the implementation of Funmath programs across a cluster of schools. The RLM ensures value delivery from ‘funmath class’ through teacher support and close coordination with school leaders. In addition, the RLM plays a key role in regional business development by identifying new school partnerships and supporting outreach efforts. Key Responsibilities: Academic Implementation Ensure smooth and effective execution of Funmiyo’s math programs in all partner schools in the region. Conduct classroom observations using standard rubrics and provide structured feedback to teachers. Organise and facilitate teacher training, demo classes, and academic review meetings. Monitor program data and submit timely reports with actionable insights. Business Development Identify and engage potential partner schools in the region. Build and maintain strong relationships with school principals, management, and local education bodies. Represent Funmiyo at school visits, regional events, and conferences. Support the central team in regional marketing campaigns and lead generation activities. Provide on-ground insights to inform strategy for regional growth. Qualifications: Bachelor’s or Master’s degree in Education, Business, or a related field 4–6 years of experience in education, including teaching, training, or academic leadership Strong understanding of foundational math and early grade pedagogy Excellent communication, relationship-building, and team management skills Experience or interest in business development and school outreach Willingness to travel extensively within the assigned region Show more Show less

Attained Graduate Level Education? Graduate Level Expert AI Data Trainer Join the team powering the next generation of AI language models. Why This Matters Large‑scale Language Models Are No Longer Just Clever Chatbots—they’re Becoming Powerful Engines For Mathematical And Scientific Discovery. With The Right Training Data, Tomorrow’s AI Could Democratize access to world‑class education Stay current on leading‑edge research Automate routine calculations, coding, and lab workflows for scientists everywhere That training data starts with you. Your Mission As an Expert , you’ll act as a subject‑matter “teacher” for the model: Write & solve problems in your domain of study. Design rubrics that define what a perfect answer looks like. Grade model outputs, pinpointing gaps in logic, ethics, or clarity. Coach the model to self‑evaluate, reason step‑by‑step, and unlock creativity. You’ll collaborate with fellow expert trainers, quality analysts, and AI researchers—directly shaping how cutting‑edge AI understands and reasons in your field of study. Experience We’re Looking For Must‑Have Graduate Degree in any domain (PhD or Masters) Native Level of proficiency in Mandarin Chinese Nice‑to‑Have Peer‑reviewed research University teaching or high‑level tutoring Specialized Industry experience A Typical Day Data creation (core) – authoring and solving domain‑specific problems. Model assessment – scoring answers and refining evaluation criteria. Instruction refinement – rewriting prompts so the next trainer can work even faster. Quality & ethics reviews – flagging bias, inaccuracies, or unsafe content. Info syncs – short stand‑ups or workshops on new campaigns and findings. Who Thrives Here Critical thinkers who love deconstructing complex concepts. Clear communicators able to explain both what is wrong and why. Detail‑oriented professionals with a strong ethical compass. Agile multitaskers who enjoy switching between micro‑tasks and deep dives. Patient collaborators who give constructive, respectful feedback. Compensation $15 - $30 USD per hour Ready to turn your expertise from your field of study into the knowledge base for tomorrow’s AI? Apply today and start teaching the model that will teach the world. Employment type: Contract Workplace type: Remote Seniority level: Mid‑Senior Level Show more Show less

Job description WE ARE HIRING !!!! Position - Faculty Department - Design The Design Faculty member will be responsible for teaching undergraduate and graduate-level courses in design . This role involves delivering high-quality instruction, engaging in academic research, mentoring students, and contributing to the development of the department. The ideal candidate will have a passion for architecture, design thinking, and a commitment to academic excellence. Key Responsibilities: Teaching: Teach courses in design, , urban planning, construction methods, sustainable design, and other related subjects. Prepare course materials, including syllabi, lectures, assignments, and grading rubrics. Utilize a variety of teaching methods (lectures, seminars, studio-based learning, etc.) to engage students. Conduct hands-on workshops and design critiques to enhance student learning. Supervise and guide students in design projects, research, and thesis work. Foster an environment of creativity, collaboration, and critical thinking. 2 . Curriculum Development: Contribute to the continuous development and updating of the curriculum in line with industry standards and trends. Collaborate with faculty members to design and implement new courses or modify existing ones. 3 . Research & Scholarship: Conduct research in areas of design and architecture, and publish findings in academic journals or at conferences. Stay up-to-date with the latest trends, technologies, and innovations in the field of architecture and design. Encourage students to engage in research and assist them in developing research projects. 4 . Student Mentorship and Advising: Provide academic advising to students, helping them to plan their course schedules and set career goals. Offer guidance on internships, professional development, and industry engagement. Offer support and feedback to students on their academic progress and design work. 5 . Service and Engagement: Participate in departmental meetings, faculty committees, and other university activities. Represent the department at conferences, workshops, and other external academic events. Contribute to the development of industry partnerships, guest lectures, and collaborations. 6 . Professional Development: Engage in ongoing professional development through attending workshops, courses, or industry events. Stay current with emerging tools, technologies, and design methodologies. Education: A Master's degree in Design, or a related field. A Ph.D. is preferred not Mandatory Experience: At least 1 + years of experience in teaching, research, or professional practice in design. Experience with studio-based teaching and project-based learning is highly desirable. Professional experience in architecture, urban design, interior design, or related fields. A strong portfolio demonstrating design expertise and innovative thinking. Skills and Abilities: In-depth knowledge of design, building technologies, sustainable practices, and urban planning. Proficiency in design software such as AutoCAD, Rhino, Revit, Adobe Suite, SketchUp, or other industry-standard tools. Strong written and verbal communication skills. Ability to foster a collaborative and inclusive learning environment. Ability to mentor and guide students in their academic and professional development. Experience with interdisciplinary teaching and collaboration. Knowledge of sustainable architecture and green building practices. Active involvement in architectural research and design competitions. Membership in professional organizations (e.g., AIA, RIBA, etc.). Interested applicants should submit the following documents: A cover letter detailing your teaching philosophy and research interests. A current curriculum vitae (CV). A portfolio showcasing your design work, research, and professional achievements. Interested Candidate can share there resume and Portfolio @ hr@indusuni.ac.in Industry Education Administration Programs Employment Type Full-time Show more Show less

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:55 Position Category Special Education End Time 3:55 Employment type Full Time Preferred Qualifications Sped endorsement is a requirement for this position Additional Position Details Partnering with primary EGC teacher and the para educator II tean. Job Description SPECIAL EDUCATION TEACHER Purpose: The Special Education Teacher plans and implements an instructional program that fosters learning and growth for students with disabilities. The Special Education teacher creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal, Assistant Principal, or Special Education Administrator Nature & Scope : The Special Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District�s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students� learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students� academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Modifies the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students� intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. Essential Job Functions Specific to Special Education: Case manages and coordinates the IEP process for all students on caseload. Confers with parents, administrators, testing specialists, social workers, and other professionals to develop IEPs designed to promote students� educational, physical, and social/emotional development. Schedules and manages the activities of paraprofessionals. Delegates duties to Instructional Assistants, and monitors effectiveness, providing direction and training as needed. Serves as a member of multidisciplinary teams. Maintain close and frequent communication with parents, guardians, concerned agencies and outside professional consultants. Routinely communicates with general education Teachers in regards to specific IEP needs of students within regular classroom environments. Counsels Teachers on effective modifications, and assists with ensuring that students are receiving the requisite instructional support as identified on the student�s IEP. Serves as an expert resource on the application of Special Education law in the classroom and appropriate instructional strategies. Provides specialized instruction, such as Behavior Instruction or Cognitive Instruction or Work Exploration. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with Handicapped Learner authorization. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions: The Special Education Teacher works primarily in a school building. Although the primary work is indoors, the Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Special Education Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : June 5, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran�s status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton�s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Benefits We invite you to visit Beaverton’s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid sick leave plus four personal days per year. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hours credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Career Advancement Programs: University partnerships for career pathway opportunities. Professional Development: Programs and classes our Kickup Workplace Development. Mentor Programs: Dedicated mentors for new teachers with a confidential teacher-driven model. BIPOC Affinity Mentors: opportunities for newly hired educators of color through the use of a support network. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Stipend for some competitive positions. Rules and considerations vary depending on the employee's contract. Open Until Filled Show more Show less

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:55 Position Category Special Education End Time 3:55 School / Department Address 15555 SW Davis Rd Beaverton, OR 97007 Employment type Full Time Preferred Qualifications SPED endorsement is required for this position Additional Position Details 999001371 R0 Job Description SPECIAL EDUCATION TEACHER Purpose: The Special Education Teacher plans and implements an instructional program that fosters learning and growth for students with disabilities. The Special Education teacher creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal, Assistant Principal, or Special Education Administrator Nature & Scope : The Special Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District�s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students� learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students� academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Modifies the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students� intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. Essential Job Functions Specific to Special Education: Case manages and coordinates the IEP process for all students on caseload. Confers with parents, administrators, testing specialists, social workers, and other professionals to develop IEPs designed to promote students� educational, physical, and social/emotional development. Schedules and manages the activities of paraprofessionals. Delegates duties to Instructional Assistants, and monitors effectiveness, providing direction and training as needed. Serves as a member of multidisciplinary teams. Maintain close and frequent communication with parents, guardians, concerned agencies and outside professional consultants. Routinely communicates with general education Teachers in regards to specific IEP needs of students within regular classroom environments. Counsels Teachers on effective modifications, and assists with ensuring that students are receiving the requisite instructional support as identified on the student�s IEP. Serves as an expert resource on the application of Special Education law in the classroom and appropriate instructional strategies. Provides specialized instruction, such as Behavior Instruction or Cognitive Instruction or Work Exploration. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with Handicapped Learner authorization. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions: The Special Education Teacher works primarily in a school building. Although the primary work is indoors, the Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Special Education Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year: 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit: BEA FLSA Status: Exempt Date Approved: Date Revised: May 15, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status, genetic information or disability in any educational programs, activities or employment. "" Benefits We invite you to visit Beaverton�s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Benefits We invite you to visit Beaverton’s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid sick leave plus four personal days per year. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hours credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Career Advancement Programs: University partnerships for career pathway opportunities. Professional Development: Programs and classes our Kickup Workplace Development. Mentor Programs: Dedicated mentors for new teachers with a confidential teacher-driven model. BIPOC Affinity Mentors: opportunities for newly hired educators of color through the use of a support network. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Stipend for some competitive positions. Rules and considerations vary depending on the employee's contract. Open Until Filled Show more Show less

Assignment Begin Date 19-Aug-2025 Level Elementary Working Calendar 194 Days I want to Teach Salary $57,898 - $116,004 annually based on 194 day contract (2025-26 salary schedule, not including intern rate) Vacancy Notice Type Licensed Start Time 7:15 Position Category General Classroom End Time 3:15 School / Department Address 20080 SW Farmington Rd Beaverton, OR 97007 Preferred Qualifications Bilingual Spanish Additional Position Details Spanish Bilingual is Preferred since this position is becoming a dual-language position in the future Job Description " TEACHER Purpose: The Teacher plans and implements an instructional program that fosters learning and growth, creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential. Reports to : Principal or Assistant Principal Nature & Scope : The Teacher works under general supervision. The nature of the work requires strict adherence to policies, procedures, regulations, and laws. The incumbent interfaces daily with students, parents, school administrative staff and school employees. Because this job involves frequent interaction with students, the position requires a high level of professional decorum, excellent judgment, a calm demeanor, and the capacity to serve as a role model to young people. Essential Job Functions: Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District�s mission. Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20. Plans lessons based on grade-level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task-at-hand, and that help all students learn and apply transferable knowledge and skills. Communicates with care, respect, proactivity and professionalism to students, parents, colleagues, and all school personnel. Communicates, both verbally and in writing, in a manner that builds and enhances powerful relationships with students, their families, and members of the school community. Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards. Articulates clear and measurable learning targets that are linked to standards, embedded in the instruction, and understood by students. Provides students with measurable learning targets with clear criteria for success. Assigns students understandable and relevant performance tasks to provide concrete evidence of student learning. Develops teaching points based on students� learning needs (academic background, life experiences, culture, and language) in relation to the learning target(s). Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem-solving, and meaning-making). Enables students to take ownership of their own learning such that they build the capacity to develop, test, and refine their thinking. Engages students with strategies, capitalizing and building upon students� academic background, life experiences, culture and language, and which support rigorous and culturally relevant learning. Engages students with strategies, encouraging equitable and purposeful student participation. Ensures all students have access to, and are expected to participate in, learning. Models discipline-specific habits of thinking and ways of communicating. Models a classroom environment where student talk is expected to reflect substantive and intellectual thinking. Ensures instructional materials and tasks are appropriately challenging and supportive for all students and are aligned with the learning target(s) and content area standards. Ensures instructional materials are culturally and academically relevant and selected in accordance with Board policy. Ensures lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time. Utilizes instructional approaches that intentionally support the instructional purposes. Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge. Uses varied instructional strategies, based on planned and in-the-moment decisions, to address individual learning needs. Provides scaffolds for the learning task, supporting the development of the targeted concepts and skills. Gradually releases responsibility such that students are led to become independent learners. Empowers students to assess their own learning in relation to the learning target. Creates multiple opportunities for students to demonstrate learning. Expects all students to demonstrate learning. Utilizes a variety of assessment tools to gather comprehensive information about the learning styles and needs of each student (e.g., anecdotal notes, conferring, student work samples, etc.) Provides students with timely and relevant verbal and written feedback. Communicates effectively with parents, students and other professional staff regarding student progress (behavioral and academic). Uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics). Maintains student records as required by the District and/or the school. Ensures assessment criteria, methods, and purposes are transparent and match the learning target. Modifies the general education curriculum for students with disabilities in accordance with the the student's IEP, using a variety of instructional techniques and technologies. Makes real-time instructional adjustments, gives targeted feedback and modifies future lessons in accordance with formative assessment data. Creates a physical arrangement that is conducive to learning and to student assessment. Uses the physical space of the classroom to support learning (e.g., moving around the room to observe and confer with students). Creates a classroom space in which students have access to resources in the physical environment (e.g., libraries, materials, charts, technology, etc.) which support learning and independence. Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence. Maximizes classroom time in the service of learning. Builds a classroom where discourse and interactions reflect high expectations and beliefs about all students� intellectual capabilities and where a culture of inclusivity, equity, and accountability for learning is evident. Encourages risk-taking, collaboration and respect for thinking. Follows District and school policies, procedures, rules, regulations, and guidelines and provisions of the contract. Exercises mature, professional judgment when acting in the absence of a covering guideline or policy. Maintains effective working relationships with other members of the Department as well as other school personnel and community members, including those from diverse cultures or backgrounds or those who speak limited or no English. Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Required Qualifications: Current TSPC Licensure with endorsement in the assigned subject area. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s). The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload. Working Conditions: The Teacher works primarily in a school building. Although the primary work is indoors, the Teacher may on occasion work outdoors supervising students in variable weather conditions, including inclement weather. Some teachers may have assignments that require extensive amounts of time outside. The incumbent must be able to stand and/or walk for long periods of time. The incumbent will need to walk quickly at times, as well as speak and hear in often loud environments. The work environment may include exposure to unpleasant interior temperatures, dirt, and communicable diseases. The position involves high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands on the Teacher are considerable. The incumbent must maintain composure under stress, and must manage him or herself in the presence of emotionally challenging interactions with staff, students, and parents. Planning, assessment and communications with student and families include frequent, prolonged, and irregular hours, including evening and weekend time. Work Year : 181 days in 2017-18; 184 days effective 2018-19 academic year. Bargaining Unit : BEA FLSA Status : Exempt Date Approved : Date Revised : May 15, 2017 The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran�s status, genetic information or disability in any educational programs, activities or employment. Benefits We invite you to visit Beaverton�s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid vacation days. Paid sick leave. Emergency and personal business leave. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Professional Development: Time for attendance job-related professional development. Mentor Programs: Experienced mentors for new administrators. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Phone & mileage stipends. Rules and considerations vary depending on the employee's contract. Vacancy Availability Both Internal & External Benefits We invite you to visit Beaverton’s Benefits Website to learn more about our outstanding benefits package*, which include: Paid Time Off: Paid sick leave plus four personal days per year. Health and Welfare: Comprehensive medical, dental, and vision benefits. Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more. Retirement: PERS Retirement System. 403(b) and 457(b) options. Life Insurance. Tuition Reimbursement: up to 12 quarter hours credits per cycle for an advanced degree, certification, courses, workshops, or conferences. Career Advancement Programs: University partnerships for career pathway opportunities. Professional Development: Programs and classes our Kickup Workplace Development. Mentor Programs: Dedicated mentors for new teachers with a confidential teacher-driven model. BIPOC Affinity Mentors: opportunities for newly hired educators of color through the use of a support network. Bilingual Proficiency & Other Stipends: for employees proficient in Spanish. Stipend for some competitive positions. Rules and considerations vary depending on the employee's contract. Closing Date 04-Jun-2025 Open Until Filled Show more Show less

Position: Data Scientist – Academic instruction and project supervision Objective: To appoint a qualified and research-oriented Data Scientist to contribute to academic instruction and project-based execution, supporting students in the domains of Data Science, Artificial Intelligence, and Analytics, with a focus on both conceptual rigor and applied innovation. 1. Essential Qualifications 1.1 Academic Background - Master's degree (M.Tech / M.E. / MCA / M.Sc.) in Data Science, Computer Science, Information Technology, or a closely related discipline from a recognized institution. - Ph.D. in a relevant area (awarded or ongoing) is desirable, particularly for senior academic ranks. 1.2 Experience - Minimum 2 years of teaching experience at the undergraduate/postgraduate level in an academic institution of repute. - Demonstrable expertise in project mentoring, with experience in facilitating interdisciplinary or industry-linked student projects. 1.3 Technical Competencies - Proficient in core data science tools and languages: Python, R, SQL, and statistical software. - Experience with machine learning libraries (Scikit-learn, TensorFlow, Keras) and data visualization platforms (Tableau, Power BI, Matplotlib, Seaborn). - Competence in cloud computing environments (AWS, Azure, Google Cloud Platform) is advantageous. 2. Desired Qualifications - Professional certification in Artificial Intelligence, Machine Learning, or Big Data Analytics (IBM, Google, Microsoft). - Practical experience in real-time project deployment or industry collaboration in a data science role. - Publication record in peer-reviewed journals and/or conference proceedings (Scopus or SCI-indexed preferred). - Exposure to version control (Git/GitHub), containerization (Docker), or DevOps tools used in data pipeline management. - Proven guidance in academic project outcomes leading to intellectual property, publications, or competition accolades. 3. Responsibilities - Deliver structured coursework and laboratory modules across data science topics: statistical modeling, data wrangling, machine learning, AI ethics, and applied analytics. - Design and mentor student capstone projects and live academic-industry collaborations. - Develop course content, project rubrics, and training sessions aligned with industry best practices. - Collaborate with departments and research centers to initiate funded projects and interdisciplinary work. 4. Behavioral Attributes - Excellent communication and academic writing skills. - Strong mentoring orientation, fostering inquiry-driven learning and research aptitude. - Ability to work independently and within multidisciplinary teams to enhance institutional academic stature. 5. Salary Designation Monthly Gross Salary (INR) Remarks Assistant Professor (Entry Level) ₹45,000 – ₹60,000 Based on academic qualifications and teaching experience Assistant Professor (Senior Scale) ₹60,000 – ₹75,000 Ph.D. preferred; active research contributors Note: Final will be commensurate with qualifications, teaching experience, research output, and performance during the interview process. Opportunities for performance-based increments and research incentives are available. 6. Interview and selection process The selection process for the Data Scientist – Academic Instruction and Project Supervision role will involve the following stages: Application Review: Screening of submitted CVs/resumes and academic credentials. Technical Evaluation: Shortlisted candidates will be invited for a technical assessment covering topics in data science, analytics, and teaching pedagogy. Teaching Demonstration: Candidates may be required to deliver a 15–20 minute lecture on a given topic to evaluate teaching ability and communication skills. Personal Interview: Final round with the academic committee to assess subject knowledge, research orientation, and fitment to the institutional goals. Document Verification: Submission and verification of academic and professional credentials. Interview mode: Online/Offline (to be communicated via email to shortlisted candidates). Interview dates: 10th to 15th June 2025. (Final selection list will be published on the institutional website by 30th June 2025). Note: Candidates are advised to ensure the accuracy of their contact information and regularly check their registered email ID for updates. Contact details: Mr. S. Rupas Kumar, Director - HR & Finance, Public Administration, 4-7-40/2/A/NR, 3rd & 4th Floor, SMS Plaza, Bapuji Nagar, Main Road Nacharam, Hyderabad, Telangana, India. Pin – 500076. Email: rupas@mannabiotech.com website : www.mannabiotech.com Show more Show less

Company Description Dr. Reddy’s Laboratories Ltd. is a leading multinational pharmaceutical company based across global locations. Each of our 24,000 plus employees comes to work every day for one collective purpose: to accelerate access to affordable and innovative medicines because Good Health Can’t Wait . We started in 1984 with a modest investment, 20 employees and a bold vision. Today, we have research and development centres, manufacturing facilities or a commercial presence in 66 countries. For nearly four decades, we have stood for access, affordability and innovation based on the bedrock of deep science, progressive people practices and robust corporate governance. As the pharmaceutical industry evolves and undergoes disruption, we see an opportunity – to strengthen our core further (the next steps) and to build the future (the new bets). ‘The Next and the New’ is how we aim to continue to be the partner of choice – purpose-driven, future-ready and sustainable. Our aim is to reach over 1.5 Bn+ patients across the world by 2030 by growing our core businesses and building for the future with sustainability at the core of our purpose and strategy. Sustainability for us means operating in a manner that respects people, planet and purpose – helping us conserve precious resources, serve our patients, create value for stakeholders, give back to society, fulfil our potential and maintain our integrity and transparency Dr Reddy’s maintains a work environment, free from discrimination and is an equal opportunity employer. We are committed to employ & nurture all qualified diverse workforce without regard to race, colour religion, nationality, sex, age, disability status, genetics, sexual orientation, gender expression, citizenship or any other characteristic or classification protected by applicable law(s) of the country we operate in. We treasure every talent, and recognize merit and diversity in our organization. Job Description To involve from start and investigate level 2 & 3 incidents, by working closely with site CFT and operating people to arrive at proper Root cause, CA and PA and in report writing. To Involve in valid OOS and other cases as relevant, by working closely with site CFT and operating people to arrive at proper Root cause, CA and PA and in report writing. To review level 1B incidents and give feedback for improvement. To periodically trend level 1A incidents and highlight/escalate key observations. To review any other referred reports associated with incidents/events in association with sites. To possess high level of integrity to have unbiased, independent and objective closure of incidents and maintain high level of confidentiality and have the tenacity to get to the root cause. To use Rubrics template for investigation report writing. To provide appropriate support to site in preparing for or during regulatory inspection for investigations. Qualifications B Pharmacy/B Tech Additional Information About the Department Global Manufacturing Organisation (GMO) At Dr. Reddy's Laboratories, we are dedicated to making a meaningful impact on global healthcare through precision manufacturing and innovation. With a legacy of excellence, we are a leading force in the pharmaceutical industry. We operate 19 state-of-the-art manufacturing plants across Hyderabad, Vizag, Baddi, Mexico, Shreveport, and Mirfield, comprising 8 OSD facilities, 3 Injectables facilities, and 8 API facilities. Benchmarking manufacturing processes and continuous operational excellence are at the core of our capability to deliver quality medicines to our patients in 66 countries. We manufacture a portfolio of complex APIs and 1,150+ drug master files across key therapy areas such as Oncology, Cardio-vascular, Central Nervous System and Anti-Diabetes. he World Economic Forum has recognised our largest manufacturing facility in Bachupally, Hyderabad, as part of its Global Lighthouse Network. We aspire to be the most efficient pharma operations in the world. Our productivity improvement and digitalisation efforts are key to staying competitive, meeting business imperatives, and meeting our ambitious ESG goals. Building such ‘factories of the future’ is integral to innovation and to build healthcare of the future. Benefits Offered At Dr. Reddy’s we actively help to catalyse your career growth and professional development through personalised learning programs. The benefits you will enjoy at Dr. Reddy’s are on par with the best industry standards. They include, among other things and other essential equipment, joining & relocation support, family support (Maternity & Paternity benefits), learning and development opportunities, medical coverage for yourself and your family, life coverage for yourself. Our Work Culture Ask any employee at Dr. Reddy’s why they come to work every day and they’ll say, because Good Health Can’t Wait. This is our credo as well as the guiding principle behind all our actions. We see healthcare solutions not only as scientific formulations, but as a means to help patients lead healthier lives, and we’re always attuned to the new and the next to empower people to stay fit. And to do this, we foster a culture of empathy and dynamism. People are at the core of our journey over the last few decades. They have been supported by an enabling environment that buoys individual ability while fostering teamwork and shared success. We believe that when people with diverse skills are bound together by a common purpose and value system, they can make magic. For more details, please visit our career website at https://careers.drreddys.com/#!/ Show more Show less

This role is for one of the Weekday's clients Salary range: Rs 400000 - Rs 700000 (ie INR 4-7 LPA) Min Experience: 1 years Location: Gurgaon JobType: full-time To uphold high standards of student experience and process compliance by conducting regular audits of communication, documentation, and CRM usage by Admission Mentors. The Auditor & QA serves as the gatekeeper of quality, identifying gaps, recommending improvements, and supporting training and leadership teams with actionable insights to enhance performance and service delivery. Requirements Key Responsibilities: Communication & Call Auditing Regularly audit WhatsApp chats, calls (if applicable), and other communication between Admission Mentors and students. Evaluate interactions for communication etiquette, empathy, accuracy, and alignment with organizational mission. Score interactions using a defined rubric and provide structured feedback to mentors and trainers. Documentation & CRM Quality Checks Review CRM entries, student dashboards, and uploaded documents to ensure data accuracy, completeness, and real-time updates. Identify and flag inconsistencies, delays, or non-compliance in record-keeping. Verify that all key student milestones (onboarding, documentation, payments, visa processes) are properly recorded. SOP & Process Compliance Monitoring Audit Admission Mentor activities against established Standard Operating Procedures (SOPs). Identify gaps in process adherence, such as missed follow-ups, delayed documentation, or unrecorded milestones. Collaborate with Trainers and Team Leaders to enforce compliance and minimize deviations. Quality Reporting & Feedback Create weekly and monthly dashboards summarizing audit scores, common errors, and trends. Share quality findings with Trainers and Team Leaders to guide corrective training or interventions. Recognize top performers and highlight recurring challenges. Feedback & Corrective Action Support Recommend corrective actions or retraining for mentors with persistent errors or low-quality scores. Support Trainers in refining training materials based on quality insights. Risk Identification & Student Experience Assurance Identify potential risks such as delayed responses, visa documentation issues, dissatisfied students, or misleading communication. Alert relevant stakeholders for swift resolution. Act as a quality checkpoint to ensure all student-facing communication meets organizational standards. Calibration & Standards Alignment Participate in periodic calibration sessions with Trainers and Team Leaders to ensure consistency in audit evaluations. Update quality rubrics and audit processes as needed to align with evolving program expectations and SOPs. Internal Process Improvement Recommendations Share insights and patterns from audits that can inform improvements in tools, workflows, or communication templates. Training Needs Identification Identify skill gaps in communication, empathy, documentation accuracy, or technology usage based on audit results. Share specific recommendations with Trainers to tailor future learning and development initiatives. Required Skills & Competencies: Auditing Communication Audits Nonverbal Communication Skills Process Improvement Chat and Call Auditing Show more Show less

About Sitare Foundation: Sitare Foundation, founded by Shilpa and Amit Singhal, believes in the power of education and the impact it can have on the lives of people. In today’s world, good education is not always accessible to the underprivileged in our society. There is tremendous potential and talent in these children, all they need is access to good education. We believe in finding the brightest and most intellectually gifted underprivileged children from across India, and providing them with a great education. The challenge of educating underprivileged children is daunting, but that does not and will never deter us. We are taking a scientific, step-by-step approach to impact lives, families, and societies through education. We aim to educate 50,000 students by 2050. We know that after going through our seven-year program, our students will shine like Sitare, and inspire millions in their own communities. Job Overview: We are seeking a dynamic and dedicated English Teacher to join our residential academic team for Grades 9 and 10 under the CBSE curriculum. The ideal candidate must have a strong foundation in English Language and Literature, be technologically proficient, and work collaboratively with colleagues to ensure high-quality teaching and learning. The teacher will be responsible for lesson planning, assessments, worksheet creation, and fostering a healthy residential environment that promotes students' academic and personal growth. Key Responsibilities: Academic Duties: Deliver engaging and interactive English lessons aligned with the CBSE curriculum for Grades 9 and 10. Prepare detailed lesson plans with clear objectives, differentiated strategies, and effective use of teaching aids. Design and administer formative and summative assessments based on CBSE exam patterns. Create and assign customized worksheets, practice tasks, and reinforcement activities tailored to student needs. Use technology tools (smart boards, educational apps, LMS platforms) to enhance teaching effectiveness and student learning. Track and analyze student performance; maintain academic records and generate progress reports. Provide remedial support for underperforming students and enrichment for advanced learners. Teamwork & Collaboration: Collaborate with English department colleagues and cross-functional academic teams on integrated lesson planning and projects. Participate in departmental meetings, planning sessions, and curriculum development. Contribute to interdisciplinary initiatives, school events, and academic audits. Coordinate with examination and academic coordinators for scheduling, assessments, and moderation work. Residential Responsibilities: Serve as a mentor and role model to students in the residential campus environment. Supervise dormitory routines, evening prep/study hours, and extracurricular activities. Support students in character development, time management, and overall wellbeing. Participate in campus events, outings, and life-skills training activities. Required Qualifications & Skills: Bachelor’s or Master’s degree in English. B.Ed. (mandatory as per CBSE norms). Minimum 2–5 years of CBSE teaching experience in Grades 9 & 10. Strong command of English grammar, comprehension, writing formats, and literature. Proficient in digital education tools (e.g., Google Classroom, Quizziz ,PPTs etc.). Capable of creating lesson plans, assessment rubrics, and engaging worksheets. Strong collaboration, communication, and classroom management skills. Must be willing to stay on campus and contribute actively to the residential school culture. Preferred Attributes: Experience in a residential school setup. Training in digital pedagogy, NEP-aligned assessments, or CBSE workshops. Active involvement in co-curricular or literary activities (debates, elocution, drama, etc.). Remuneration and Benefits: Competitive salary as per experience and qualifications. Free food and accommodation on campus. Kindly contact on: hr@sitare.org +91 7760969456 Job Types: Full-time, Permanent Pay: ₹25,000.00 - ₹28,000.00 per month Benefits: Food provided Paid sick time Provident Fund Ability to commute/relocate: Betma, Madhya Pradesh: Reliably commute or planning to relocate before starting work (Preferred) Experience: English teaching: 2 years (Preferred) Location: Betma, Madhya Pradesh (Preferred) Work Location: In person Expected Start Date: 10/06/2025

Job Title: Curriculum Specialist – Legal Skills Development Location: Noida (On-Site) Job Type: Full-Time / Part-Time Salary: ₹25,000 – ₹30,000/month (₹5–8 LPA based on experience) Reporting To: Head of Academics / Program Director About Law Learning Bench: Law Learning Bench is a pioneering legal edtech platform committed to transforming how law is taught and practiced. Our focus is on bridging the gap between classroom learning and real-world litigation skills through live classes, recorded modules, moot courts, and experiential legal training. Our programs are mentored by judges, senior advocates, and legal experts from across India. Role Overview: We are launching a Courtroom Advocacy Skills Program aimed at equipping law students and early-career professionals—especially from Tier 2, Tier 3 cities, and rural backgrounds—with courtroom-ready litigation skills . We are seeking a Curriculum Specialist who will lead the design, development, and instructional structuring of this program. This role is ideal for someone who brings together academic excellence, litigation understanding, and a passion for legal education. Key Responsibilities:Curriculum Design & Content Development Develop chapter-wise content across modules such as oral advocacy, witness examination, drafting, argumentation, evidence handling, and courtroom conduct. Structure content with 30% theoretical explanation and 70% practical application . Design case-based exercises , role-play scenarios, cross-examination templates, moot court problems, and client interaction simulations. Integrate courtroom etiquette , non-verbal skills, positioning, and behavior in practical modules. Translate complex legal doctrines into learner-centric, courtroom-relevant formats. Instructional Structuring & Delivery Alignment Create content outlines, lecture scripts, learning objectives, exercises, and assessment tools. Align modules for hybrid delivery – including live demos , peer-reviewed activities , and mock court setups . Plan sessions that support weekly practical performances , courtroom observation, and legal boot camps. Draft clear and professional training materials including lesson plans, scripts, evaluation rubrics, statute summaries , and drafting templates . Collaboration & Academic Coordination Work with judges, senior advocates, and legal academicians to co-create expert modules. Coordinate the recording and scheduling of faculty lectures and guest-led sessions. Ensure legal accuracy, instructional clarity, and a consistent student learning experience. Required Qualifications & Skill set: LL.B. or LL.M. with 2–5 years of experience in litigation, teaching law, legal content creation, or academic curriculum development. Strong command over procedural laws ( CrPC, CPC, Indian Evidence Act ). Proven skills in academic structuring, legal writing, and real-world content creation. Understanding of modern instructional design and outcome-based learning. Familiarity with tools like Google Workspace, MS Office, Canva, Zoom, and LMS platforms . Passion for empowering underserved legal learners with high-quality, practical legal education. What We Offer: Opportunity to lead content development for a nationally recognized legal skills program . Work alongside a prestigious network of judges, advocates, and legal educators . Creative and academic freedom to innovate curriculum in line with courtroom realities. Visibility in legal education reform and access to national legal platforms. Flexible work formats and a collaborative, impact-driven culture. Application Process – Your Journey with Us: Submit Resume: Email your CV to info@lawlearningbench.com with the subject “Application – Curriculum Specialist (Courtroom Advocacy Program)” . Written Task: Complete a short 2-page content assignment to demonstrate subject command and structuring. Interview (30–45 min): Focused on communication, legal insight, and program understanding. Final Evaluation: Based on performance in both written and interview stages. Join Law Learning Bench — where your knowledge shapes India’s next generation of confident courtroom-ready lawyers. Job Types: Full-time, Permanent Pay: From ₹25,000.00 per month Schedule: Day shift Work Location: In person Application Deadline: 25/05/2025

Are you an expert in Physics? Economics Expert AI Data Trainer Join the team powering the next generation of AI language models. Why This Matters Large‑scale Language Models Are No Longer Just Clever Chatbots—they’re Becoming Powerful Engines For Mathematical And Scientific Discovery. With The Right Training Data, Tomorrow’s AI Could Democratize access to world‑class education Stay current on leading‑edge research Automate routine calculations, coding, and lab workflows for scientists everywhere That training data starts with you. Your Mission As an Expert , you’ll act as a subject‑matter “teacher” for the model: Write & solve problems in the domain of Physics Design rubrics that define what a perfect answer looks like. Grade model outputs, pinpointing gaps in logic, ethics, or clarity. Coach the model to self‑evaluate, reason step‑by‑step, and unlock creativity. You’ll collaborate with fellow expert trainers, quality analysts, and AI researchers—directly shaping how cutting‑edge AI understands and reasons in the field of Physics Experience We’re Looking For Must‑Have Graduate Degree in Physics (PhD or Masters) Native Level of Proficiency in English Nice‑to‑Have Peer‑reviewed research University teaching or high‑level tutoring Relevant Industry experience in Physics A Typical Day Data creation (core) – authoring and solving domain‑specific problems. Model assessment – scoring answers and refining evaluation criteria. Instruction refinement – rewriting prompts so the next trainer can work even faster. Quality & ethics reviews – flagging bias, inaccuracies, or unsafe content. Info syncs – short stand‑ups or workshops on new campaigns and findings. Who Thrives Here Critical thinkers who love deconstructing complex concepts. Clear communicators able to explain both what is wrong and why. Detail‑oriented professionals with a strong ethical compass. Agile multitaskers who enjoy switching between micro‑tasks and deep dives. Patient collaborators who give constructive, respectful feedback. Compensation $15 - $30 USD per hour Ready to turn your expertise in Physics into the knowledge base for tomorrow’s AI? Apply today and start teaching the model that will teach the world. Employment type: Contract Workplace type: Remote Seniority level: Mid‑Senior Level Show more Show less

Are you an expert in Biology? Biology Expert AI Data Trainer Join the team powering the next generation of AI language models. Why This Matters Large‑scale Language Models Are No Longer Just Clever Chatbots—they’re Becoming Powerful Engines For Mathematical And Scientific Discovery. With The Right Training Data, Tomorrow’s AI Could Democratize access to world‑class STEM education Stay current on leading‑edge research Automate routine calculations, coding, and lab workflows for scientists everywhere That training data starts with you. Your Mission As an Expert , you’ll act as a subject‑matter “teacher” for the model: Write & solve problems in Biology. Design rubrics that define what a perfect answer looks like. Grade model outputs, pinpointing gaps in logic, ethics, or clarity. Coach the model to self‑evaluate, reason step‑by‑step, and unlock creativity. You’ll collaborate with fellow expert trainers, quality analysts, and AI researchers—directly shaping how cutting‑edge AI understands and reasons about Biology. Experience We’re Looking For Must‑Have Graduate Degree in Biology (PhD or Masters) Nice‑to‑Have Peer‑reviewed research University teaching or high‑level tutoring Industry or lab experience in Biology A Typical Day Data creation (core) – authoring and solving domain‑specific problems. Model assessment – scoring answers and refining evaluation criteria. Instruction refinement – rewriting prompts so the next trainer can work even faster. Quality & ethics reviews – flagging bias, inaccuracies, or unsafe content. Info syncs – short stand‑ups or workshops on new campaigns and findings. Who Thrives Here Critical thinkers who love deconstructing complex concepts. Clear communicators able to explain both what is wrong and why. Detail‑oriented professionals with a strong ethical compass. Agile multitaskers who enjoy switching between micro‑tasks and deep dives. Patient collaborators who give constructive, respectful feedback. Compensation $15 - $30 USD per hour Ready to turn your expertise in Biology into the knowledge base for tomorrow’s AI? Apply today and start teaching the model that will teach the world. Employment type: Contract Workplace type: Remote Seniority level: Mid‑Senior Level Show more Show less