Openings as of 3/30/2025

Superintendent Marietta City Schools

JobID: 3649

Position Type:
  Administration


Date Posted:
  1/21/2025


Location:
  Marietta City Schools


Date Available:
  08/01/2025


Closing Date:
  03/31/2025


District:
  ESC
  Additional Information:  Show/Hide
Finding Leaders is assisting the Marietta, Ohio City Schools Board of Education search for a new superintendent.
 
ABOUT THE MARIETTA COMMUNITY
Marietta, Ohio, is a charming town rich in history and culture. Its picturesque streets and stunning architecture provide a captivating glimpse into America’s past. The town is home to a variety of unique restaurants, offering something to suit every taste, making it a perfect spot for families and friends to share a meal. Founded in 1788, Marietta holds a significant place in history. Together with Putnam, it was settled by Revolutionary War veterans and became the first permanent settlement in the Northwest Territory, as noted by Verhoff.
In terms of cost of living, Marietta is ranked 131 out of 273 cities in the United States. Its cost of living is 94.6% of the national average, making it an affordable yet appealing place to live or visit.
MARIETTA CITY SCHOOLS DISTRICT INFORMATION
• The Marietta City School District consists of four (4) buildings that serve a student enrollment of approximately 2,300 students. Following district consolidation in the summer of 2021, we have repurposed Phillips and Washington Elementary Schools to serve PreK-Second Grade. Marietta Elementary School now serves students in grades 3-6 and students grades 7-12 attend Marietta High School. Our district spans 71 square miles of a mix of city, suburban, and rural communities.
•  Marietta High School offers a diverse selection of courses to approximately 1,100 students in grades 7 through 12. MHS also offers a wide variety of College Credit Plus courses. Students attending our high school typically receive more than 3,000 hours cumulatively of college credit each year.
• Marietta High School also offers a well-developed Career Education program. Beginning in seventh grade, career mentors and local professionals meet with students to listen, counsel and guide our students with exposure to a variety of career paths. Then building upon that early introduction, we require each student to take the Career Exploration class at the sophomore level.
• Through our consolidation, our teachers have moved into more efficient and productive team environments. Our focus on inclusive classrooms that provide differentiated instruction, and the implementation of Universal Design for Learning helps us to better meet the wide range of needs of our students. On any given day you could see talented and gifted, Title 1, and Special Education services often within the same classroom. Our elementary schools use the co-teaching model to provide differentiated services within the same setting. In addition to a strong focus on literacy education, our district has an active and visible fine arts program. Art, music, and physical education are taught at all grade levels, and we are quite proud of the work of our students and staff.
 
• Operating Millage: 40.10
• Cost/Student: $17,803
• Total Valuation: $678,210,560
• Student Enrollment: 2,188 Students
• Bond Issue:  None
• Appropriations All Funds: $43,300,000
• Receipts: Local-64%, State-32%
• Staff: Certificated - 168, Non-Certified - 90, Administration - 16
 
TIMELINE
• Announce Vacancy-   January 17, 2025
• Deadline for applications- March 31, 2025
• Initial Finding Leaders interviews – Thru March 31, 2025
• Board Interviews- April 7-22, 2025
• BOE meeting to employ the new superintendent:  April 25, 2025
• Reception for the new superintendent at a regular BOE meeting:  April 28, 2025
• Superintendent Begins - August 1, 2025 or earlier
APPLICATION
• Interested individuals are invited to apply at www.findingleaders.com
• Please direct questions to:
  • Paul Pendleton:  Paul.pendleton1944@gmail or 216-225-2787  or
  • Neil Roseberry: neil.roseberry@gmail.com or 216-469-0375
COMPENSATION
The board will provide an excellent compensation package. A multi-year contract with provisions for annual review and evaluations will be offered. The actual salary and fringe benefits will be commensurate with the education and experience of the candidate
MARIETTA CITY SCHOOLS BOARD OF EDUCATION
• President:                    Cody Parman
• Vice President:           Sam Tuten
• Member:                     Russ Garrison
• Member:                     John Lehman
• Member:                     Eric Reed
QUALIFICATIONS
The Marietta Board of Education has outlined key qualifications for the superintendent position, emphasizing the following traits and skills:
• A visionary leader capable of ensuring excellent management of the district.
• Previous experience as a superintendent is preferred but not required.
• A highly energetic, curious, competitive, and approachable individual.
• A leader who can foster positive change in Marietta’s learning culture through a data-driven decision-making approach.
• Someone who can promote a culture of innovation and positivity while engaging with stakeholders in an optimistic and collaborative manner.
• A dedicated professional committed to establishing Marietta City Schools as the leading district in southeast Ohio.
 
 
 
 
 




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Openings as of 3/30/2025

Superintendent, Perry Local Schools (Lake County)

JobID: 3657

Position Type:
  Administration


Date Posted:
  2/5/2025


Location:
  Perry Local Schools


Date Available:
  08/01/2025


Closing Date:
  02/28/2025


District:
  ESC
  Additional Information:  Show/Hide
DISTRICT INFORMATION
Educating children since 1887, The Perry Local School District, located approximately 30 minutes east of Cleveland, serves approximately 1,400 students from Perry Village, Perry Township and North Perry Village. The 100-plus acre campus, built in 1993, contains connected academic buildings configured for grades PreK-4, 5-8 and 9-12, as well as the Pirate Athletic Center. The campus is the result of innovative thinking, progressive design, and a vision of creating an environment where children and adults can share in the joy of lifelong learning and recreation.
 
The mission of the Perry Local Schools is to inspire students to achieve excellence, pursue world class standards, and be self-directed, lifelong learners. Perry Local Schools inspires all students to become leaders, innovators, and self-directed lifelong learners. By providing extensive programming in academics, arts, and athletics, our students are inspired to achieve personal excellence. We pride ourselves on preparing students to succeed in the real world while honoring our hometown traditions.
 
Current enrollment:  1,532
 
Number of Employees:  228
16% BA, 84% MA or above
11 Administrators
 
Average Teacher Salary:  $87,512
Average Years of Experience:  17.9 years
 
Total Valuation:  $520,416,070
No bond issues
Inside mills:  4.2                                               
Outside mills:  40.00
No PI levies
 
General Fund Appropriations:  $26,225,000
Total Appropriations:  $32,588,937
 
Expenditures per Pupil:  $16,248
 
Total Revenue:  $25,749,635
Taxes:  76%
State:  19%
Other:  5%
 
 
TIMELINE
• Announce Vacancy - January 2025
• Deadline for applications - February 28, 2025
• Initial Finding Leaders interviews – By March 7, 2025
• Initial Board Interviews - Week of March 17, 2025
• Approve Contract At conclusion of interviews - By April 11, 2025
• Superintendent Begins - August 1, 2025 or earlier
APPLICATION
Interested individuals are invited to submit an online application via www.findingleaders.com
Finding Leaders will be assisting the Perry Local Board of Education with its search. Please direct questions to:
• Edward Vittardi edvittardi2@gmail.com (216-701-0500)
• Steve Farnsworth stevefarnsworth30@gmail.com (216- 225-2787)
COMPENSATION
The Board will provide a competitive compensation package. A multiyear contract with provisions for annual review and evaluations will be offered. The actual salary and fringe benefits will be commensurate with the education and experience of the candidate
QUALIFICATIONS
The Board is looking for a candidate who:
• Exhibits exceptional leadership and communication skills and is dedicated to maintaining the highest personal and professional standards.
• Fully supports and embodies the vision and mission of Perry Local Schools.
• Has experience in central office administration.
• Demonstrates strong fiscal responsibility.
• Builds collaborative partnerships with parents, guardians, community leaders, local businesses, and other key stakeholders.
• Prioritizes attendance and engagement at school events.
• Possesses excellent administrative abilities, with a focus on positive interactions with others.
• Upholds integrity with high standards of honesty, ethics, transparency, and personal conduct.
• Is an innovative and forward-thinking leader.
Employment opportunities are offered without regard to age, race, color, religion, ancestry, national origin, citizenship status, gender, or handicap.
 




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Openings as of 3/30/2025

Superintendent Wickliffe City Schools

JobID: 3651

Position Type:
  Administration


Date Posted:
  1/31/2025


Location:
  Wickliffe City Schools


Date Available:
  08/01/2025


Closing Date:
  02/14/2025


District:
  ESC
  Additional Information:  Show/Hide

Wickliffe City Schools
Superintendent Search
  The Wickliffe City School Board of Education is seeking qualified applicants for the position of Superintendent. The Board seeks an outstanding administrator who will continue the focus on excellence, communications, trust, and transparency.
 
The Wickliffe School District is in Lake County with 1380 students in grades pre-K through 12. The district serves students through a preschool program, on a new campus with a Lower School (PreK-6) and an Upper School (7-12). Wickliffe has an innovative vision for academics and health with a 10-year curriculum plan and newly created Family Resource Center with a focus on student and family health.
 
  
Mission Statement:
 
Mission- The Wickliffe City School District: Inspiring Students to Learn, Lead, and Serve. 
 
.Qualifications and Successful Candidate Profile:
  
• Prior Superintendent experience is preferred but not required
• An excellent communicator
• Holds a valid Ohio Superintendent License
• A collaborative leader
• Willingness to actively engage the community and various organizations
• Values teamwork
• Relationship builder who can build trust
• Understanding of Ohio school law and finance
• Strong interpersonal skills for effective interactions with the Board of Education, staff, students, parents, and the community
• Ability to foster and maintain positive culture of respect and trust.
• Outstanding verbal and written communication skills
 
Finding Leaders offers comprehensive support in planning, recruiting, and transitioning leadership, assisting in the creation of a leadership transition plan, and guiding the board through candidate selection.
 
Tentative Timeline
 
• Application Due Date: January 24, 2025
 
• First Round Board Interviews: February
• Second Round Board Interviews:  March, 2025
• Employment Begins: August 1, 2025

Apply at Findingleaders.com           Additional Questions call Russ Bennett 330-414-4006
                                                                                                         Ed Vittardi- 216-701-0500
 




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Openings as of 3/30/2025

Superintendent Parma City Schools

JobID: 3667

Position Type:
  Administration


Date Posted:
  3/18/2025


Location:
  Parma City Schools


Date Available:
  08/01/2025


District:
  ESC
  Additional Information:  Show/Hide

Parma City Schools Superintendent Search
                
The Parma City School Board of Education is seeking qualified applicants for the position of Superintendent. The Board seeks an outstanding administrator who will focus on academic excellence, communications, trust, partnerships, and transparency.
 
 
The Parma City School District is in Cuyahoga County with approximately 9000 students in grades pre-K through12. Students are educated in 6 elementary schools, 3 Middle Schools, 2 High Schools and 1 Pre-School

The District’s Strategic plan has identified 3 goals- Improving Student Achievement, Practice Fiscal Responsibility and Increase Transparency and Connection with Communities.
 
 Qualifications and Successful Candidate Profile:
 
The following qualifications are the minimum skills expected in a successful candidate.
 
•  Prior School Superintendent experience is preferred
• An excellent communicator- both verbal and written skills
• Holds a valid Ohio Superintendents License and understands Ohio school finance
• A collaborative and strategic leader
• Willingness to actively engage the community and various organizations
• Values teamwork
• Relationship builder who can build trust
• Strong interpersonal skills for effective interactions with the Board of Education, staff, students, parents, and the community
• Ability to foster and maintain an atmosphere of respect, trust and transparency
 
 
 
Tentative Timeline
 
• Application Due Date: April 23, 2025
• First Round Board Interviews:  Week of May 5, 2025
• Second Round Board Interviews:  Week of May 12, 2025
• Employment Begins: August 1, 2025
Contact at Finding Leaders:  Ed Vittardi (216) 701-0500 edvittardi2@gmail.com
Russ Bennett (330) 414-4006 russ.bennett@escneo.org
                                               
ESC/Finding Leaders offers comprehensive support in planning, recruiting, and transitioning leadership, assisting in the creation of a leadership transition plan and guiding the board through candidate selection




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Openings as of 3/30/2025

Director, North Coast Therapy Associates, LLC

JobID: 3671

Position Type:
  Administration/Director


Date Posted:
  3/25/2025


Location:
  Achievement Centers for Children- East


District:
  ESC
  Additional Information:  Show/Hide
Job Title:         Director of North Coast Therapy Associates, LLC
Department:  Administration  
Reports to:     President  & CEO of ACC and NCTA
Classification: Exempt
 
SUMMARY
The Director of the North Coast Therapy Association (NCTA) is responsible for leading with a focus on innovation, business growth, and developing a robust pipeline.  This role requires a visionary leader who can drive strategic initiatives, foster a culture of continuous improvement, and ensure the long-term sustainability and success. Monitors competitors of NCTA, reports back to CEO and strategizes as needed to maintain school contracts. Sets and monitors organizational expansion goals; markets to new or previously contracted school districts. Adheres to Policies/Procedures in the Achievement Centers for Children Staff Handbook, and oversees staff adherence to the North Coast Therapy Associates Handbook and Personnel Policies and Procedures Manual. Serves on ACC senior leadership team.
 
ONGOING DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. To successfully perform this job, an individual must be able to successfully perform each ongoing duty.
 
1. Promotes a positive image by representing the Achievement Centers for Children in a courteous, professional manner.
 
2. Adheres to all Policies/Procedures in the Achievement Centers for Children Staff Handbook.
 
3. Promotes a team approach within each program and throughout the agency.
 
4. Works in family-centered, partnerships with the individuals and families served by Achievement Centers for Children.
 
5. Practices safe work habits and contributes to ensuring a safe and healthful work environment.
 
6. Attends continuing education courses related to job functions.
 
7.  Fosters and maintains good public relations with all community sources.
 
8. Conducts self with professional dignity; understands the importance of good human relations; able to motivate others; and possesses initiative and good judgment.
 
 
 
 
 
ESSENTIAL DUTIES AND RESPONSIBILITIES:  include the following.  Other duties may be assigned.  To successfully perform this job, an individual must be able to perform each essential duty satisfactorily.  Reasonable accommodations may be made to enable qualified individuals with disabilities to perform essential duties.
 
1. Strategic Leadership:
   • Develop and Implement Strategic Plans: Formulate and execute comprehensive strategic plans that align with ACC and NCTA's mission and vision. These plans should focus on expanding and enhancing services, and increasing organizational efficiency.
   • Collaborate with the President & CEO: Works closely with the President & CEO to set long-term goals, establish priorities, and ensure alignment with the organization's objectives. Provide regular updates on progress and seek input on key decisions.
   • Monitor Industry Trends: Stay informed about the latest developments in therapy services, education and emerging technologies. Use this knowledge to guide strategic planning and ensure ACC’s NCTA remains at the forefront of the industry.
2. Business Development:
 
• Identify and Pursue New Business Opportunities: Conduct market research to identify potential areas for growth. Develop and implement strategies to expand NCTA's services, enter new markets, and increase revenue. Creates a multiyear pipeline and executes on it. Ensures excellent customer service. Monitors competitors of NCTA, reports back to CEO and strategizes as needed to maintain school contracts. Sets and monitors organizational expansion goals; markets to new or previously contracted school districts.
  • Build and Maintain Relationships: Establish and nurture relationships with key stakeholders, including school systems (public and private) especially special education directors and superintendents, community organizations, and government agencies. Leverage these relationships to enhance NCTA's reputation and secure new business opportunities.
  • Develop and Execute Marketing Strategies: Create and implement marketing plans to promote NCTA's services, increase brand awareness, and attract new clients. Utilize various channels, including digital marketing, social media, and community outreach.
 
3. Innovation:
   • Foster a Culture of Innovation: Encourage creative thinking and the adoption of new technologies and practices within the organization. Create an environment where employees feel empowered to propose and implement innovative solutions.
   • Lead Initiatives to Improve Service Delivery: Identify opportunities to enhance patient care, streamline operations, and improve efficiency. Implement data-driven decision-making processes to measure the impact of these initiatives and make adjustments as needed.
   • Implement Cutting-Edge Technologies: Explore and adopt new technologies that can improve therapy services, such as telehealth platforms, electronic health records, and advanced diagnostic tools.
 
4. Employee Development:
   • Develop and Implement Talent Management Programs: Create programs to attract, retain, and develop top talent within the organization. Focus on building a diverse and inclusive workforce that reflects the community NCTA serves.
   • Create a Supportive Work Environment: Foster a culture of collaboration, respect, and continuous learning. Provide employees with the resources and support they need to succeed in their roles.
   • Establish Mentorship and Training Programs: Develop mentorship programs to help employees grow professionally and prepare for leadership roles. Offer ongoing training and development opportunities to enhance skills and knowledge.
 
5. Operational Management:
 
• Oversee Day-to-Day Operations: Ensure that all aspects of NCTA's operations run smoothly and efficiently. This includes managing budgets, overseeing staff, and ensuring compliance with all requirements. Performs staff recruitment, hiring, and orientation duties in accordance with school district contracts. Ensures that staffing levels meet student’s service requirements toward his/her IEP goals. Performs staff recruitment, hiring, and orientation duties in accordance with school district contracts. Ensures that staffing levels meet student’s service requirements toward his/her IEP goals. Performs administrative/interdepartmental duties. Develops/revises systems, policies and procedures to ensure best practices. Provides leadership in NCTA programs and service. Oversees NCTA revenue, resources, supplies, and purchases. Serves as liaison between NCTA staff and ACC administration.
  • Manage Financial Performance: Develop and manage the annual budget, monitor financial performance, and ensure fiscal responsibility. Identify opportunities to reduce costs and increase revenue.
 
• Implement Performance Management Systems: Establish systems to monitor and evaluate staff performance. Provide regular feedback and support to help employees achieve their goals and improve their performance. Promotes a team approach within North Coast Therapy Associates while holding supervisees accountable for superb service delivery. Promotes student-focused partnerships between NCTA therapists, school personnel, families and those students served by North Coast Therapy Associates.
 
 
SUPERVISORY RESPONSIBILITIES: 
Directly or indirectly supervises the following positions:  NCTA Office Manager, NCTA Clinical Supervisor, Physical Therapists, Occupational Therapists, Speech Therapists, Physical Therapy Assistants and Occupational Therapy Assistants and additional staff should additional projects develop.
 
ADDITIONAL DUTIES AND RESPONSIBILITIES:  
Community Engagement is required such as the following:
• Represent NCTA at Community Events: Act as the public face of NCTA at community events, conferences, and industry forums. Build relationships with community leaders and stakeholders to enhance NCTA's visibility and reputation. Promotes a positive image by representing NCTA and the Achievement Centers for Children in a knowledgeable, courteous, professional manner.
• Build Partnerships with Local Organizations: Collaborate with local organizations to develop programs and initiatives that benefit the community. Leverage these partnerships to expand NCTA's reach and impact.
  • Advocate for the Therapy Community: Advocate for the needs and interests of the therapy community at the local, state, and national levels. Work with policymakers and industry leaders to influence healthcare policy and improve access to therapy services.
 
REQUIRED QUALIFICATIONS listed below are indicative of knowledge, skills, and abilities required to be successful in this position.
 
Education, Training and/or Experience
 
1. Bachelor's degree in healthcare administration, business administration, or a related field is required. A Master's degree is preferred.
2. Minimum of 5 years of experience in a leadership role within school system, healthcare or therapy services industry. Proven track record of sales reaching and/or exceeding revenue metrics with driving innovation and business growth.
 
 
 
Personal Skills and Abilities
 
3. Strong strategic thinking and problem-solving skills. Excellent communication and interpersonal skills. Ability to build and maintain relationships with diverse stakeholders.
4. Demonstrated commitment to fostering a culture of continuous improvement and employee development. Passion for improving patient care and advancing the field of therapy services.
 
PHYSICAL DEMANDS described here are representative of those that must be routinely met by an employee to successfully perform essential duties of this position.  Reasonable accommodations may be made to enable qualified individuals with disabilities to perform essential duties.
 
1. Requires operating a computer keyboard, photocopier, fax machine
 
1. Requires sitting for extended periods of time.
2. Requires ability to use telephone
3. Requires ability to move equipment, supplies etc. up to 60 lbs.
4. Requires ability to read, write, hear, see and be able travel to school districts and ACC locations.
 
 
WORKING CONDITIONS described here are representative of those that must be met by an employee while performing essential duties of this position.  Reasonable accommodations may be made to enable qualified individuals with disabilities to perform essential duties.
1. Requires flexibility for evening meetings.
2. Requires travel to school districts and ACC locations as needed.





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Openings as of 3/30/2025

Director, North Coast Therapy Associates, LLC

JobID: 3672

Position Type:
  Administration/Director


Date Posted:
  3/25/2025


Location:
  Achievement Centers for Children- East


District:
  ESC
  Additional Information:  Show/Hide
Job Title:         Director of North Coast Therapy Associates, LLC
Department:  Administration  
Reports to:     President  & CEO of ACC and NCTA
Classification: Exempt
 
SUMMARY
The Director of the North Coast Therapy Association (NCTA) is responsible for leading with a focus on innovation, business growth, and developing a robust pipeline.  This role requires a visionary leader who can drive strategic initiatives, foster a culture of continuous improvement, and ensure the long-term sustainability and success. Monitors competitors of NCTA, reports back to CEO and strategizes as needed to maintain school contracts. Sets and monitors organizational expansion goals; markets to new or previously contracted school districts. Adheres to Policies/Procedures in the Achievement Centers for Children Staff Handbook, and oversees staff adherence to the North Coast Therapy Associates Handbook and Personnel Policies and Procedures Manual. Serves on ACC senior leadership team.
 
ONGOING DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. To successfully perform this job, an individual must be able to successfully perform each ongoing duty.
 
1. Promotes a positive image by representing the Achievement Centers for Children in a courteous, professional manner. 
2. Adheres to all Policies/Procedures in the Achievement Centers for Children Staff Handbook. 
3. Promotes a team approach within each program and throughout the agency. 
4. Works in family-centered, partnerships with the individuals and families served by Achievement Centers for Children. 
5. Practices safe work habits and contributes to ensuring a safe and healthful work environment.
6.  Attends continuing education courses related to job functions. 
7. Fosters and maintains good public relations with all community sources. 
8. Conducts self with professional dignity; understands the importance of good human relations; able to motivate others; and possesses initiative and good judgment.
 
 ESSENTIAL DUTIES AND RESPONSIBILITIES:  include the following.  Other duties may be assigned.  To successfully perform this job, an individual must be able to perform each essential duty satisfactorily.  Reasonable accommodations may be made to enable qualified individuals with disabilities to perform essential duties.
 
1. Strategic Leadership:
   • Develop and Implement Strategic Plans: Formulate and execute comprehensive strategic plans that align with ACC and NCTA's mission and vision. These plans should focus on expanding and enhancing services, and increasing organizational efficiency.
   • Collaborate with the President & CEO: Works closely with the President & CEO to set long-term goals, establish priorities, and ensure alignment with the organization's objectives. Provide regular updates on progress and seek input on key decisions.
   • Monitor Industry Trends: Stay informed about the latest developments in therapy services, education and emerging technologies. Use this knowledge to guide strategic planning and ensure ACC’s NCTA remains at the forefront of the industry.
2. Business Development:
   • Identify and Pursue New Business Opportunities: Conduct market research to identify potential areas for growth. Develop and implement strategies to expand NCTA's services, enter new markets, and increase revenue. Creates a multiyear pipeline and executes on it. Ensures excellent customer service. Monitors competitors of NCTA, reports back to CEO and strategizes as needed to maintain school contracts. Sets and monitors organizational expansion goals; markets to new or previously contracted school districts.
     • Build and Maintain Relationships: Establish and nurture relationships with key stakeholders, including school systems (public and private) especially special education directors and superintendents, community organizations, and government agencies. Leverage these relationships to enhance NCTA's reputation and secure new business opportunities.
     • Develop and Execute Marketing Strategies: Create and implement marketing plans to promote NCTA's services, increase brand awareness, and attract new clients. Utilize various channels, including digital marketing, social media, and community outreach. 
3. Innovation:
   • Foster a Culture of Innovation: Encourage creative thinking and the adoption of new technologies and practices within the organization. Create an environment where employees feel empowered to propose and implement innovative solutions.
   • Lead Initiatives to Improve Service Delivery: Identify opportunities to enhance patient care, streamline operations, and improve efficiency. Implement data-driven decision-making processes to measure the impact of these initiatives and make adjustments as needed.
   • Implement Cutting-Edge Technologies: Explore and adopt new technologies that can improve therapy services, such as telehealth platforms, electronic health records, and advanced diagnostic tools. 
4. Employee Development:
   • Develop and Implement Talent Management Programs: Create programs to attract, retain, and develop top talent within the organization. Focus on building a diverse and inclusive workforce that reflects the community NCTA serves.
   • Create a Supportive Work Environment: Foster a culture of collaboration, respect, and continuous learning. Provide employees with the resources and support they need to succeed in their roles.
   • Establish Mentorship and Training Programs: Develop mentorship programs to help employees grow professionally and prepare for leadership roles. Offer ongoing training and development opportunities to enhance skills and knowledge. 
5. Operational Management:
   • Oversee Day-to-Day Operations: Ensure that all aspects of NCTA's operations run smoothly and efficiently. This includes managing budgets, overseeing staff, and ensuring compliance with all requirements. Performs staff recruitment, hiring, and orientation duties in accordance with school district contracts. Ensures that staffing levels meet student’s service requirements toward his/her IEP goals. Performs staff recruitment, hiring, and orientation duties in accordance with school district contracts. Ensures that staffing levels meet student’s service requirements toward his/her IEP goals. Performs administrative/interdepartmental duties. Develops/revises systems, policies and procedures to ensure best practices. Provides leadership in NCTA programs and service. Oversees NCTA revenue, resources, supplies, and purchases. Serves as liaison between NCTA staff and ACC administration.
     • Manage Financial Performance: Develop and manage the annual budget, monitor financial performance, and ensure fiscal responsibility. Identify opportunities to reduce costs and increase revenue.
 
• Implement Performance Management Systems: Establish systems to monitor and evaluate staff performance. Provide regular feedback and support to help employees achieve their goals and improve their performance. Promotes a team approach within North Coast Therapy Associates while holding supervisees accountable for superb service delivery. Promotes student-focused partnerships between NCTA therapists, school personnel, families and those students served by North Coast Therapy Associates.
 
SUPERVISORY RESPONSIBILITIES: 
Directly or indirectly supervises the following positions:  NCTA Office Manager, NCTA Clinical Supervisor, Physical Therapists, Occupational Therapists, Speech Therapists, Physical Therapy Assistants and Occupational Therapy Assistants and additional staff should additional projects develop.
 
ADDITIONAL DUTIES AND RESPONSIBILITIES:  
Community Engagement is required such as the following:
• Represent NCTA at Community Events: Act as the public face of NCTA at community events, conferences, and industry forums. Build relationships with community leaders and stakeholders to enhance NCTA's visibility and reputation. Promotes a positive image by representing NCTA and the Achievement Centers for Children in a knowledgeable, courteous, professional manner.
• Build Partnerships with Local Organizations: Collaborate with local organizations to develop programs and initiatives that benefit the community. Leverage these partnerships to expand NCTA's reach and impact.
• Advocate for the Therapy Community: Advocate for the needs and interests of the therapy community at the local, state, and national levels. Work with policymakers and industry leaders to influence healthcare policy and improve access to therapy services.
 
REQUIRED QUALIFICATIONS listed below are indicative of knowledge, skills, and abilities required to be successful in this position.
 
Education, Training and/or Experience
 
1.  Bachelor's degree in healthcare administration, business administration, or a related field is required. A Master's degree is preferred.
2. Minimum of 5 years of experience in a leadership role within school system, healthcare or therapy services industry. Proven track record of sales reaching and/or exceeding revenue metrics with driving innovation and business growth.
 
Personal Skills and Abilities
 
1.  Strong strategic thinking and problem-solving skills. Excellent communication and interpersonal skills. Ability to build and maintain relationships with diverse stakeholders.
2. Demonstrated commitment to fostering a culture of continuous improvement and employee development. Passion for improving patient care and advancing the field of therapy services.
 
PHYSICAL DEMANDS described here are representative of those that must be routinely met by an employee to successfully perform essential duties of this position.  Reasonable accommodations may be made to enable qualified individuals with disabilities to perform essential duties.
 
1. Requires operating a computer keyboard, photocopier, fax machine
 
1. Requires sitting for extended periods of time.
2. Requires ability to use telephone
3. Requires ability to move equipment, supplies etc. up to 60 lbs.
4. Requires ability to read, write, hear, see and be able travel to school districts and ACC locations.
 
WORKING CONDITIONS described here are representative of those that must be met by an employee while performing essential duties of this position.  Reasonable accommodations may be made to enable qualified individuals with disabilities to perform essential duties.
1. Requires flexibility for evening meetings.
2. Requires travel to school districts and ACC locations as needed.





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Openings as of 3/30/2025

Middle School Principal (Grades 5-8)

JobID: 3662

Position Type:
  Administration/Principal


Date Posted:
  2/28/2025


Location:
  Independence Local School District


Date Available:
  2025-2026 School Year


Closing Date:
  04/01/2025


District:
  Independence Local Schools
  Additional Information:  Show/Hide
Independence Local Schools
Full-time Administrative Position
Middle School Principal (Grades 5-8)
2025-2026 School Year

Application Deadline:  4/1/2025

 
Job Description:
Independence Local School District is seeking a visionary, dynamic, and dedicated Middle School Principal to lead our grades 5-8 school community. This is an exciting opportunity for an innovative educational leader to positively impact the academic, social, and emotional growth of our middle school students. The Principal will create a collaborative and inclusive environment that fosters student success, supports staff development, and partners with families and the community. The ideal candidate will be a strong communicator, a relationship builder, and a champion for students, ensuring a safe and supportive learning environment for all.
 
Key Responsibilities:
 
• Leadership and Vision: Provide strong, forward-thinking leadership to the school, ensuring alignment with district goals and values. Develop and implement a shared vision for academic excellence, student development, and school culture.
• Student-Centered Focus: Advocate for and promote student success by overseeing academic programs, extracurricular activities, and student support systems. Foster a nurturing, inclusive environment where every student has the opportunity to succeed.
• Staff Development: Mentor, support, and empower teachers and staff through professional development opportunities, coaching, and regular feedback. Create a culture of continuous improvement and collaboration among faculty.
• Curriculum and Instruction: Work closely with teachers to ensure curriculum alignment and effective instructional practices that meet the needs of all students. Encourage innovation in teaching methods, technology integration, and differentiated instruction.
• Behavior and Discipline: Create and maintain a positive school culture by implementing and enforcing school-wide behavior policies (PBIS). Support restorative practices and conflict resolution strategies that help students develop social-emotional skills.
• Family and Community Engagement: Build and maintain strong relationships with families and the broader community to create a sense of partnership and shared responsibility for student achievement. Communicate regularly with parents and community members, keeping them informed and engaged in school activities.
• Data-Driven Decision-Making: Analyze student achievement data and other key performance indicators to inform instructional decisions, identify areas for improvement, and ensure accountability for student success.
• Operational Leadership: Oversee day-to-day school operations, including scheduling, resource allocation, budgeting, and facilities management. Ensure compliance with all district, state, and federal regulations and policies.
• Crisis Management and Support: Lead the school in responding to crises, ensuring the safety and well-being of students and staff. Provide support during challenging situations and maintain a calm and effective approach to problem-solving.
• Innovative Programs: Develop and implement programs that promote student engagement, leadership, and social-emotional growth. Support extracurricular activities that provide students with opportunities to explore their interests and talents.
 
Qualifications:
 
• Master’s degree in Educational Leadership, Administration
• Valid administrative certification for the state of Ohio
• Proven experience in school leadership, preferably in a middle school setting, with a track record of improving student outcomes and fostering a positive school culture.
• Strong knowledge of curriculum and instruction, including best practices for middle school education.
• Expertise in managing student behavior, promoting social-emotional learning, and creating a safe, inclusive school environment.
• Ability to lead staff through change and foster a collaborative, high-performance team.
• Exceptional communication, interpersonal, and problem-solving skills.
• Strong organizational and time-management abilities.
• A passion for working with middle school students and a deep understanding of adolescent development.
• Ability and willingness to collaborate with primary and high school principals.
 
Preferred:
 
• Experience with PBIS, innovative instructional models, and curriculum/instruction.
• Familiarity with data-driven decision-making and using assessment data to guide instruction.
• Experience in budget management, resource allocation, and operational leadership in a school setting.
 
Why Independence?

At Independence, we believe that every student deserves a supportive and enriching middle school experience that prepares them for high school and beyond. As the Middle School Principal, you will have the unique opportunity to shape the educational experience of our students, foster a positive school culture, and collaborate with an exceptional team of educators and community partners. We are looking for a passionate leader who is dedicated to ensuring that all students are given the tools and opportunities to succeed both academically and personally.
 
How to Apply:
Interested candidates should complete the application process in Frontline or by visiting our website https://www.independence.k12.oh.us/o/ils/page/personnel by the application deadline.
 
 
Independence is an equal-opportunity employer and encourages applicants from all backgrounds to apply. We are committed to fostering an inclusive environment where diversity is valued, and every student is empowered to thrive.


 




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Openings as of 3/30/2025

Principal Saint Angela Merici

JobID: 3653

Position Type:
  Administration/Principal


Date Posted:
  1/27/2025


Location:
  St. Angela Merici School


Date Available:
  08/01/2025


Closing Date:
  02/28/2025


District:
  ESC
  Additional Information:  Show/Hide
FINDING LEADERS
216-701-0500

ANNOUNCEMENT OF VACANCY
St. Angela Merici School, Fairview Park, OH
 
St. Angela Merici School in Fairview Park, OH is accepting applications for the position of Lower School (K-5) administrator OR Upper School administrator (6-8) through the search firm, Finding Leaders, www.findingleaders.com.
 
POSITION:  Lower School (K-5) or Upper School (6-8)
 
SCHOOL: St. Angela Merici Parish School
 
• Serving over 400 students from kindergarten through 8th grade.
• Embraces the traditions of the Catholic Faith through classroom learning, daily prayer, and acts of service.
• A vibrant Catholic community fostering growth in mind, body, and spirit for diverse learners.
• Offers outstanding academic programs complemented by a variety of extracurricular activities.
• With the support of the St. Angela Merici parish community, engaged parents, and dedicated teachers and staff, St. Angela inspires students to become lifelong learners and future leaders.
• 2024 Top Workplace Award Winner
 
SALARY:       Competitive
 
APPLICATION DEADLINE: February 28, 2025
 
QUALIFICATIONS: Ohio Elementary Principal's certification/licensure (in progress)
• Practicing Catholic who actively lives out their faith
• Preferred experience in a Catholic elementary school setting
• Willingness to collaborate as part of a leadership team
• Background in curriculum development and implementation
• Strong skills in building interpersonal relationships
• Visionary and energetic leader who exemplifies transformational goals and is capable of co-leading the advancement of teaching and learning excellence
• Effective communicator with students, parents, and staff
CONTACT:    Ed Vittardi at 216-701-0500 email:    edvittardi2@gmail.com
 
More information and to apply go to: www.findingleaders.com
 




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Openings as of 3/30/2025

Principal St Edward High School

JobID: 3655

Position Type:
  Administration/Principal


Date Posted:
  1/28/2025


Location:
  St. Edward High School


Date Available:
  07/01/2025


Closing Date:
  04/03/2025


District:
  ESC
  Additional Information:  Show/Hide

Position Opening: Principal, St. Edward High School, Lakewood, Ohio
 
About the School
Founded in 1949 by the Brothers of Holy Cross and located in the first suburb west of Cleveland, St. Edward High School has a rich tradition serving young men in grades 9 -12 across six counties in Northeast Ohio. Our mission is "to educate the hearts and minds of a diverse group of young men to have the competence to see and the courage to act as men of hope for the transformation of the world." The School is guided by our four pillars: faith formation, excellence, relationships, and servant leadership.
 
St. Edward is currently the largest International Baccalaureate (IB) school in Ohio. With the recent dedication of the Lowe Institute for Innovation, St. Edward stands to capitalize on our tradition of innovation and our established programs in engineering, entrepreneurship, data science, and film. The School has nationally known athletic and arts programs. Our robust service and retreat programs help us live our Holy Cross Mission.
 
The School's current enrollment consists of almost 900-day students. The student body is supported by a faculty and staff numbering 144 men and women.
 
Nature and Scope of the Position
The Principal serves at the direction of the President as a member of the Leadership Team. While the president is the educational and spiritual leader of the School, the Principal serves as the day-to-day educational and spiritual leader of the students and faculty. Working closely with the President and the President's Leadership Team and having significant interaction with the Board of Trustees, the Principal acts as the COO of the School.
 
The Principal ensures the mission is visibly lived throughout the School. The Principal nurtures the long tradition of hospitality and humility that are hallmarks of the St. Edward community.
As the educational leader, the Principal is responsible for managing the policies, regulations, and procedures to ensure that all students reside in a safe learning environment. The Principal oversees the effective implementation of the curriculum and co-curricular activities. The Principal works closely with the President to further the school's strategic academic and enrollment objectives. The Principal works collaboratively with Campus Ministry and Mission to ensure the mission of the school is carried out in a traditional Catholic environment.
 
Achieving excellence requires that the Principal work collaboratively to direct and nurture all members of the school faculty and staff and to communicate effectively with students and
  
parents. Inherent in the position are the responsibilities for scheduling, curriculum development, faculty evaluation and supervision, extracurricular activities, personnel management and accountability, emergency procedures, and facility operations.
 
The Principal's responsibilities will include, but are not limited to:
• Enthusiastically modeling the habits of mind and heart expected of community members following the example of Jesus Christ in carrying out the Mission of St. Edward High School.
• Working closely with the President to enhance and implement the vision of the School, positioning the School as the leader of innovation in NE Ohio.
• Serving as the Academic leader of the School while inspiring the faculty to its highest level of professionalism through goal-setting, accountability, personal support, professional development, etc.
• With the Administrative team, managing, evaluating and supervising effective and clear procedures for the operation and functioning of the school consistent with the philosophy, mission, values, and goals of the school including instructional programs, extracurricular activities, and discipline systems to ensure a safe and orderly climate, building maintenance, program evaluation, personnel management, office operations, and emergency procedures.
• With department chairs, recruiting, hiring, developing, and retaining the best faculty.
• Taking an active role in the recruitment of prospective students and their families.
• Advising the President on all-school policies and programs and representing him when he is away from the school.
• Guiding department chairs and faculty in the development and delivery of curricular offerings that support our Gospel/Holy Cross values, college preparatory tradition, and leadership in teaching to the future.
• Supporting the school' s commitments to diversity, equity and inclusion; sustainability; and urban leadership.
  
Preferred candidates for this position will:
 
• Be a practicing Catholic;
• Be a person of honesty and integrity;
• Be committed to the Mission of St. Edward High School;
• Have a passion for transforming the lives of young teenage men;
• Display a history of accomplishment;
• Present evidence of successful leadership focused on selfless servant leadership;
• Be energetic with the ability to inspire others;
• Possess empathic listening skills;
• Show a willingness to be highly visible
• Be an authentic person of warmth and good humor;
• Have outstanding written and oral communication skills;
• Possess a discriminating knowledge about current academic trends and pedagogies;
• Possess an advanced degree;
 
•Experience as a Catholic High School administrator preferred;
 
• Have a working knowledge of IB and experience teaching at the secondary level (preferred)
 How to Apply
St. Edward seeks candidates for the position of Principal to begin July 1, 2025 (or as agreed upon). Candidates interested in this position are asked to complete the application materials via www.findingleaders.com  by January 31, 2025.
 
 Please address any inquiries or expressions of interest to:
Finding Leaders  c/o Edward Vittardi,
 edvittardi2@gmail.com.  216-701-0500
10405 Angelina Drive, North Royalton, Ohio 44133
Posting Date: November 1, 2024
 




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Openings as of 3/30/2025

Treasurer Aurora City Schools

JobID: 3654

Position Type:
  Administration/Treasurer


Date Posted:
  1/28/2025


Location:
  Aurora City Schools


Date Available:
  08/01/2025


Closing Date:
  02/20/2025


District:
  ESC
  Additional Information:  Show/Hide
   
Aurora City Schools Treasurer Search
                        
The Aurora City School Board of Education is seeking qualified applicants for the position of Treasurer. The Board seeks an outstanding administrator who will continue the focus on excellence, communications, trust, and transparency.
 
 
The Aurora School District is in Portage County with 2997 students in grades pre-K through 12. The district serves students through a preschool program, three elementary schools, one middle school and one high school. Aurora is a top 10 academically performing district with high expectations and outstanding community support.
 
Strategic Vision: Today’s schools must not only build a solid foundation of academic knowledge, but also nurture a deep sense of purpose and self in young people. These young people are not merely students, but LEARNERS with a skill set that prepares them to be successful in an ever-changing world.  The following six competencies paint a portrait of our areas of emphasis for all young people (PK-12) in the Aurora City Schools as defined by community stakeholders.
  
Qualifications and Successful Candidate Profile:
 
The following qualifications are the minimum skills expected in a successful candidate.
 
 
• Prior School Treasurer/CFO experience is preferred
• An excellent communicator- both verbal and written skills
• Holds a valid Ohio Treasurer’s License and understands Ohio school finance
• A collaborative and strategic leader
• Willingness to actively engage the community and various organizations
• Values teamwork
• Relationship builder who can build trust
• Strong interpersonal skills for effective interactions with the Board of Education, staff, students, parents, and the community
• Ability to foster and maintain an atmosphere of respect and trust.
 
 
ESC/Finding Leaders offers comprehensive support in planning, recruiting, and transitioning leadership, assisting in the creation of a leadership transition plan and guiding the board through candidate selection.
 
Tentative Timeline
 
• Application Due Date: February 20, 2025
• First Round Board Interviews: March 6 and 10, 2025
•  Second Round Board Interviews:  April 3, 2025
• Employment Begins: August 1, 2025
Contact at Finding Leaders: Russ Bennett (330) 414-4006 russ.bennett@escneo.org
                                                Steve Sayers (440) 985-8017 steve.sayers@escneo.org
            




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Openings as of 3/30/2025

Treasurer Maple Heights City Schools

JobID: 3650

Position Type:
  Administration/Treasurer


Date Posted:
  1/23/2025


Location:
  Maple Heights City Schools


Date Available:
  08/01/2025


Closing Date:
  02/10/2025


District:
  ESC
  Additional Information:  Show/Hide
Finding Leaders is assisting the Maple Heights City Schools Board of Education search for a
new treasurer.
ABOUT THE COMMUNITY
The City of Maple Heights is ideally situated just 9 miles from both Downtown Cleveland, Ohio and University Circle employment hubs, with optimal access to Interstate Highways I-480, I-271, I-77 each in very close proximity.  Maple Heights is also home to our region’s Norfolk Southern Intermodal rail yard, which serves as a direct pipeline for freight traffic to and from the Port of Cleveland – connecting both commercial trucking and interstate rail commodities with the Great Lakes Seaway and further international markets.
Nearly 25,000 residents call Maple Heights home and frequent the City’s commercial districts – which host a diverse range of locally owned shops, eateries and national chains.  The Cleveland-Akron-Canton Combined Statistical Area is home to over 3.6 million people, over 1.2 million of which reside in Cuyahoga County.
DISTRICT INFORMATION
5 buildings
• 3 elementary building on one campus
• 1 Middle School,
• 1 High School
• Brand new Student Wellness and Homework center located on the High School Campus set to open January 2025.
Total Enrollment: 2,862
 Appropriations:
General - $51,194,176
Total - $82,762,927
 
City of Maple Heights total assessed value - $346,151,910
Certificated Employees – 221
Non-Certificated – 180
Admin – 50
Average Teachers’ Salaries – $69,003
Operating Millage – 40.10
Cost/Student - $17,803
 
TIMELINE
Announce Vacancy-   December 17, 2024
Deadline for applications- February 10, 2024, 2025
Initial Finding Leaders interviews – Thru February 17, 2025
Board Interviews- March 3- 10 2025
Approve Contract At conclusion of interviews - By April 1, 2025
Treasurer Begins - August 1, 2025 or earlier

APPLICATION
Interested individuals are invited to submit an online Application.
Applications must contain the following items to be submitted online:
• A letter emphasizing qualifications and reason for interest
• A current resume
• A copy of current Ohio Treasurer License
• Three letters of recommendation
Finding Leaders will be assisting the Maple Heights Board of Education with its search. Please direct questions to:
Edward Vittardi edvittardi2@gmail.com (216-701-0500) or
Steve Farnsworth stevefarnsworth30@gmail.com (216- 225-2787)

COMPENSATION
The board will provide a competitive compensation package. A multiyear contract with provisions for annual review and evaluations will be offered. The actual salary and fringe benefits will be commensurate with the education and experience of the candidate.
  
MAPLE HEIGHTS CITY SCHOOLS BOARD OF EDUCATION
President:                     Alonzo Blackwell
Vice President:             Rosalind Moore
Member:                      Rachel Cheeks
Member:                      Sherria Granger
Member:                      HerBrina Shepard
 
QUALIFICATIONS
The Maple Heights Board of Education identified the following qualifications as being of particular importance for the position of treasurer. The Board seeks a candidate with
• Possess excellent leadership abilities and commitment to the highest personal, professional and financial standards
• Honor and embrace the vision and mission of Maple Heights City Schools
• Foster collaborative partnerships with staff, parents, guardians, community leaders, local businesses, and other important stakeholders
• Possess excellent administrative financial skills
• Demonstrate integrity with high standards of honesty, ethics, transparency, and personal conduct
• Provide leadership in the development and of the district’s financial forecasting
• Be an innovative and forward-thinking leader
Employment opportunities are offered without regard to age, race, color, religion, ancestry, national origin, citizenship status, gender, or handicap.
 
 
 




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Openings as of 3/30/2025

Long-Term Sub - Cafeteria Worker

JobID: 3640

Position Type:
  Maintenance/Custodial/Food Service


Date Posted:
  1/10/2025


Location:
  Independence Local School District


Date Available:
  ASAP


Closing Date:
  Until Filled


District:
  Independence Local Schools
  Additional Information:  Show/Hide
Independence Local Schools
Classified Position Available
Long-Term Substitute Cafeteria Worker - 4 Hours/per day
Remainder of the 2024-2025 School Year

Reports to:  Francine Kane, Nutrition & Transportation Supervisor

Descripition:  Helps in lunch preparation, assists in serving food at lunchtime, and helps with general cleanup duties.
Serve on the line. Clean all cooking areas. Assist head cook as needed.

Essentional Functions:  (The below list is not ranked in order of importance.)
• Adhere to prescribed standardized recipes
• Assist in the daily cleaning of all kitchen equipment
• Assist the Head Cook with meal preparation 
• Monitor regular inventories 
• Operate cash register as needed
• Dispose of food in disposal unit and waste containers
• Operate dish washing machine
• Attend meetings and in-services as required
• Ensure safety of students
• Fill out daily production sheets
• Help prepare food, make sandwiches, cut pies, cakes, cheese, etc., peel raw vegetables, move all food to serving counters
• Move food and parcels to and from freezers, refrigerators and warming units
• Follow rules, regulations, and policies of the school lunch program
• Follow the district menu and see that all necessary foods and supplies are on hand in accordance with that menu
• Interact in a positive manner with staff, students and parents
• Maintain orderly and clean work areas
• Maintain respect at all times for confidential information, e.g., free and reduced lunch students
• Make contacts with the public with tact and diplomacy
• Prepare and serve food in an attractive manner
• Prepare and serve quality food to the students in a quick and pleasant manner
• Prepare sandwiches, hot and cold, casseroles, soups, pizzas, desserts, nachos, and other a la carte foods
• Report the inferior quality of food or faulty equipment to the appropriate supervisor
• Schedule and plan in advance foods that need to be defrosted
• Scrape trays during lunch periods when necessary
• Serve food to students when necessary
• Straighten and put away stock in storage areas
• Responsible for items on menu and assists with other food items as time permits and assigned by the Head Cook
• Record leftover food on daily production sheets
• Promote good public relations 
• Serve as a role model for students in how to conduct themselves as citizens and as responsible, intelligent human beings
A link to our application can be found on the district website:  https://www.independence.k12.oh.us/o/ils/page/personnel

Application Deadline:  Until Filled
Contact Name:  Francine Kane
Contact Email:  fkane@independence.k12.oh.us
Contact Phone:  216-642-5853





 




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Openings as of 3/30/2025

Substitute Cafeteria Worker (on an as-needed basis)

JobID: 3644

Position Type:
  Maintenance/Custodial/Food Service


Date Posted:
  1/9/2025


Location:
  Independence Local School District


Date Available:
  2024-2025 School Year


Closing Date:
  Until Filled


District:
  Independence Local Schools
  Additional Information:  Show/Hide
Independence Local Schools
Substitute Cafeteria Worker (on an as-needed basis)
4-5 hours/day

Assigned days, times, and hours; salary/wages as determined by Classified Personnel Negotiated Agreement in effect.

Qualifications:
1. Have a High School diploma or equivalent.
2. Some previous experience is preferred in the preparation and serving of food in a commercial or school cafeteria.
3. Have the ability and knowledge to operate all available equipment and machines in the food preparation area.
4. Have the ability to give clear written and oral directions.
5. Have the ability to assist in maintaining a current inventory of all food and cafeteria equipment.

General Description:
Assist in the general operation of the school cafeteria food preparation and carries out other specific duties as assigned by the Head Cook and/or Service Manager, as needed.

Essential Functions:
1. Preparing food items. 
2. Adheres to prescribed recipes for food preparation.
3. Completes essential functions and assists others, as needed, in preparing daily lunches.
4. Adheres to rigid sanitary standards in food preparation.
5. Sanitizes dish room equipment and tables daily.
6. Fills and operates dishwasher.
7. Assists in the kitchen and cafeteria clean-up and maintains a clean and orderly work area.
8. Assists in shelving food deliveries and taking inventory
9. Reports need for supplies and equipment to the Head Cook.
10. Works at banquets as requested by Head Cook or Service Manager.
11. Performs other cafeteria-related duties as assigned by the Head Cook or the Service Manager.

Additional Working Conditions:
1. Occasional exposure to blood, bodily fluids, and tissue.
2. Occasional interaction among unruly children.

If interested, please contact Francine Kane at fkane@independence.k12.oh.us or 216-642-5853.
 




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Openings as of 3/30/2025

Bus Driver

JobID: 3419

Position Type:
  Maintenance/Custodial/Transportation


Date Posted:
  8/3/2023


Location:
  Independence Bus Garage


Date Available:
  ASAP


Closing Date:
  Until Filled


District:
  Independence Local Schools
  Additional Information:  Show/Hide
Anticipated Hours:   Minimum of 4 hours per day (AM/PM Route)
Shift:                          Days – Monday thru Friday
Hourly Rate:            $20.16/hr - $27.47/hr depending on experience
*CDL Certified Preferred but we are also willing to train candidates.
 
Qualifications:
• High School diploma or general education degree(GED)
• Must be Insurable
• State of Ohio Commercial Drivers License with School Bus Endorsement
• Such alternatives to the above qualifications as Superintendent and/or Board may find appropriate
 
Required Knowledge, Skills, and Abilities:
 
• Ability to work effectively with others
• Ability to communicate ideas and directives clearly and effectively both orally and in writing
• Effective, active listening skills
• Organizational and problem solving skills
• State Department of Education Basic School Bus Driver Education Program
• Basic first-aid procedures
• Knowledge of relevant Ohio laws and regulations
• Knowledge of traffic laws
• Ability to read and understand verbal and written instructions, written warnings and labels
• Ability to handle emergency situations
• Ability to interpret gauges, dipsticks for oil and transmission
 
Preferred Skills
 
• Student supervision





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Openings as of 3/30/2025

Bus Driver ~ PM Route

JobID: 3420

Position Type:
  Maintenance/Custodial/Transportation


Date Posted:
  8/3/2023


Location:
  Independence Bus Garage


Date Available:
  ASAP


Closing Date:
  Until Filled


District:
  Independence Local Schools
  Additional Information:  Show/Hide
Initial Assignment:          Transportation
Anticipated Hours:          2 hours per day (approximately 2:00PM-4:00 PM)
Shift:                                 Afternoons – Monday thru Friday
Hourly Rate:                     $20.16hr - $27.47/hr depending on experience
         
*CDL Certified Preferred but we are also willing to train candidates.
 
Qualifications:
• High School diploma or general education degree(GED)
• Must be Insurable
• State of Ohio Commercial Drivers License with School Bus Endorsement
• Such alternatives to the above qualifications as Superintendent and/or Board may find appropriate
 
Required Knowledge, Skills, and Abilities:
 
• Ability to work effectively with others
• Ability to communicate ideas and directives clearly and effectively both orally and in writing
• Effective, active listening skills
• Organizational and problem solving skills
• State Department of Education Basic School Bus Driver Education Program
• Basic first-aid procedures
• Knowledge of relevant Ohio laws and regulations
• Knowledge of traffic laws
• Ability to read and understand verbal and written instructions, written warnings and labels
• Ability to handle emergency situations
• Ability to interpret gauges, dipsticks for oil and transmission
 




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Openings as of 3/30/2025

1:1 Aide

JobID: 3622

Position Type:
  Student Support Services


Date Posted:
  10/8/2024


Location:
  Prentiss


District:
  Positive Education Program
  Additional Information:  Show/Hide
Job purpose
Temporary aide assigned to a designated student in the areas of academic instruction and Mental Health Day Treatment services.
 
Duties and responsibilities
• Align practice and work with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model®, the Neurosequential Model and the Re-ED philosophy.
• Support the delivery of mental health related services and the social-emotional curricula in partnership with the Associate Teacher-Counselor and Team Associate.
• Provide support to the academic program and instructional activities under the guidance of theTeacher-Counselor.
• Under the discretion of Principal, may be asked to accompany class/student on class outings.
• Under the discretion of Principal, may be asked to assist with clerical assignments, in absence ofdesignated student.
• Assist in the supervision of students throughout the day, including lunch, art, music, etc.
• Implement the Therapeutic Crisis Intervention model with fidelity and effectiveness to support treatment and reduce/avoid restraints, where applicable.
• Prepare for support of the student by becoming familiar with materials for the day in advance.
• Utilize safe work practices for self and others.
• Demonstrate word processing skills and program navigation skills.
• Participate (and pass requirements where applicable) in all required trainings, including but not limited to; Vehicle Safety, First Aid, CPR, Therapeutic Crisis Intervention, Blood Borne Pathogens, and Standards of Practice.
• Participate in staff development activities, parent conferences, team meetings, and staff meetings as scheduled or assigned.
• Ability to work respectfully with a culturally diverse population of clients.
• As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day’s activities.
• Adhere to PEP policies and procedures.
Qualifications
• Minimally high school graduate, preferably bachelor’s degree.
• Experience working with behaviorally/emotionally challenged children/youth preferred.
• Communicate accurately and effectively, both written and orally.
• Demonstrate effective decision-making skills.
• Utilize good judgment under routine and stressful work conditions.
• Work professionally, effectively and collaboratively with others.
Physical requirements
• Ability to participate in physical interventions, when necessary, and with fidelity to the        methods taught through the Therapeutic Crisis Intervention model.  Physical interventions are low in frequency but require intense physical exertion. The object is to safely control/maintain a struggling and aggressive young person ranging from 50 – 250+ pounds.  Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding.
• Ability to participate in therapeutic outdoor education/field trips which may involve hiking, biking, climbing, and swimming.
• Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding).
• Ability to move around the classroom/center/community and sit and stand for more than an hour at a time. 
 
Direct reports
None




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Openings as of 3/30/2025

1:1 Aide

JobID: 3646

Position Type:
  Student Support Services


Date Posted:
  1/13/2025


Location:
  PEP Phoenix


District:
  Positive Education Program
  Additional Information:  Show/Hide
Job purpose
Temporary aide assigned to a designated student in the areas of academic instruction and Mental Health Day Treatment services.
 
Duties and responsibilities
• Align practice and work with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model®, the Neurosequential Model and the Re-ED philosophy.
• Support the delivery of mental health related services and the social-emotional curricula in partnership with the Associate Teacher-Counselor and Team Associate.
• Provide support to the academic program and instructional activities under the guidance of the Teacher-Counselor.
• Under the discretion of Principal, may be asked to accompany class/student on class outings.
• Under the discretion of Principal, may be asked to assist with clerical assignments, in absence of designated student.
• Assist in the supervision of students throughout the day, including lunch, art, music, etc.
• Implement the Therapeutic Crisis Intervention model with fidelity and effectiveness to support treatment and reduce/avoid restraints, where applicable.
• Prepare for support of the student by becoming familiar with materials for the day in advance.
• Utilize safe work practices for self and others.
• Demonstrate word processing skills and program navigation skills.
• Participate (and pass requirements where applicable) in all required trainings, including but not limited to; Vehicle Safety, First Aid, CPR, Therapeutic Crisis Intervention, Blood Borne Pathogens, and Standards of Practice.
• Participate in staff development activities, parent conferences, team meetings, and staff meetings as scheduled or assigned.
• Ability to work respectfully with a culturally diverse population of clients.
• As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day’s activities.
• Adhere to PEP policies and procedures.
 Qualifications
• Minimally high school graduate, preferably bachelor’s degree.
• Experience working with behaviorally/emotionally challenged children/youth preferred.
• Communicate accurately and effectively, both written and orally.
• Demonstrate effective decision-making skills.
• Utilize good judgment under routine and stressful work conditions.
• Work professionally, effectively and collaboratively with others.
Physical requirements
• Ability to participate in physical interventions, when necessary, and with fidelity to the        methods taught through the Therapeutic Crisis Intervention model.  Physical interventions are low in frequency but require intense physical exertion. The object is to safely control/maintain a struggling and aggressive young person ranging from 50 – 250+ pounds.  Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding.
• Ability to participate in therapeutic outdoor education/field trips which may involve hiking, biking, climbing, and swimming.
• Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding).
• Ability to move around the classroom/center/community and sit and stand for more than an hour at a time. 
Direct reports
None
 




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Openings as of 3/30/2025

OhioRise Care Coordinator

JobID: 3648

Position Type:
  Student Support Services


Date Posted:
  1/13/2025


Location:
  PEP Connections


District:
  Positive Education Program
  Additional Information:  Show/Hide
Job Description
Engage in comprehensive, on-going assessments of client’s ecology to determine family and system identified needs, strengths, resources, stressors, and sources of support to be used in treatment planning.  Utilize a wraparound approach to provide intensive and/or moderate care coordination services (ICC/MCC) to clients and families as a part of Positive Education Program’s Ohio RISE Care Management Entity (CME).

Essential Functions
• Align practice and work with the agency mission, vision, and guiding principles; the trauma-informed Sanctuary Model®; the Neurosequential Model; the Re-ED philosophy; and wraparound values.
• Provide structured service planning and care coordination through high fidelity    wraparound as established by the national wraparound initiative and in accordance with the client’s child and family-centered care plan.
• Conduct the following activities within the time frames and other parameters prescribed by the OhioRISE care coordination rules for ICC or MCC, whichever is applicable:
• Initial face to face contact;
• Completing and updating Ohio comprehensive CANS assessments;
• Convening and facilitating the child and family team for the purposes of developing, implementing, and reviewing the child and family-centered care plan;
• Developing a crisis safety plan for incorporation into the child and family-centered care plan.
• Perform referrals and linkages to appropriate services and supports, including natural supports, along the continuum of care.
• Facilitate discharge planning activities for youth admitted to a psychiatric residential treatment facility or an inpatient behavioral health facility.
• Facilitate transition activities for youth transitioning amongst and between all facility and community-based settings (ICC) or facilitate transition activities for youth transitioning between facility and community-based settings (MCC).
• Utilize knowledge of clients and their strengths in treatment planning.
• Work collaboratively with all team members, including parents and other professionals, to implement the program and achieve the best possible outcomes for every client.
• Advocate for the vital interests of the client and family by maintaining a working knowledge of ecological/community resources.
• Empower the client and family by enhancing their ability to identify areas of need and seek out and negotiate appropriate resources as they move toward greater independence.
• Assist the client and significant members of the ecology in developing intervention strategies to improve behavior management, communication skills, social skills, and life management skills.
• Complete and maintain all required paperwork in a timely fashion in accordance with PEP policy and procedures.
• Transport clients, as needed, for scheduled appointments or in crisis situations.
• Complete assigned duties competently and within expected time frames.
• Utilize safe work practices for self and others.
• Maintain professional licensure, if applicable.
• Demonstrate word processing skills and program navigation skills.
• Participate (and pass requirements where applicable) in all required trainings, including but not limited to, Vehicle Safety, First Aid, CPR, Blood Borne Pathogens, and Standards of Practice.
• Participate in staff development activities, team meetings, and staff meetings as scheduled or assigned.
• As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day’s activities.
• Ability to work respectfully with culturally diverse populations.
• Display professionalism and team-oriented attitudes.
• Demonstrate good organizational and time management skills.
• Comply with all PEP policies and procedures.
Required Qualifications
• Bachelor’s degree in social work, sociology, psychology or related human services field.
  • In lieu of a college degree, three years of experience in child behavioral health could be considered
• Minimum of two years’ experience in children's behavioral health, child welfare, developmental disabilities, juvenile justice, or a related public sector human services or behavioral health care field, providing community-based services to children and youth, and their family or caregivers.
• Or master’s degree with 1 year of experience in experience in children's behavioral health, child welfare, developmental disabilities, juvenile justice, or a related public sector human services or behavioral health care field, providing community-based services to children and youth, and their family or caregivers
• Have a background and experience in one or more of the following areas of expertise: family systems, community systems and resources, case management, child and family counseling or therapy, child protection, or child development.
• Be culturally competent or responsive with training and experience necessary to manage complex cases.
• Experience working with children and families who are experiencing SED, trauma, co-occurring behavioral health disorders and who are engaged with one or more child-serving systems.
• Communicate accurately and effectively, both written and orally.
• Demonstrate effective decision-making skills and utilize good judgment.
• Work professionally, effectively, and collaboratively with others.
Physical requirements
• Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding).
• Ability to move around the classroom/center/community and sit and stand for more than an hour at a time. 
• Ability to visually and auditorily assess and monitor the mental health status of clients for safety purposes.
• Ability to meet driver eligibility standards in order to transport clients in personal vehicle.
Direct reports
None
 




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Openings as of 3/30/2025

Attendance and Residency Officer

JobID: 3634

Position Type:
  Student Support Services/Attendance Officer


Date Posted:
  11/19/2024


Location:
  Educational Service Center of Northeast Ohio


Date Available:
  01/13/2025


Closing Date:
  12/23/2024


District:
  ESC
  Additional Information:  Show/Hide
ASSIGNMENT:       Educational Service Center of Northeast Ohio: 2024-2025 School Year

POSITION:              ATTENDANCE AND RESIDENCY OFFICER   

JOB OBJECTIVE:   Provide Residency Verification/Checks and assist School Administration with Student Attendance issues
                                                                                                                           
EMPLOYMENT:        As needed/Time Sheet flexible work schedule

Reports to:          Superintendent and Building Principals
 
Job Objective:     Works with school administrators and community organizations to address student attendance, behavior problems, and ineligible non-resident enrollments.      
                
I.  Minimum
    Qualifications:
           
1.	Maintains a record free of criminal violations that would prohibit public school employment.
2.	Embodies high ethical standards and integrity.  Accepts responsibility for decisions and conduct.
3.	Complies with drug-free workplace rules and board policies.
4.	Ability to establish working relationships with co-workers and function as part of a cohesive team.
5.	Commitment to keep current with workplace innovations that enhance personal productivity.
6.	Consistently dependable and flexible.  Accepts new responsibilities/assignments willingly.
7.	Ability to interact comfortably and confidently with the public.
8.	Demonstrates ability to work a flexible schedule.
9.	Maintains necessary certifications for CPR and First Aid.
10.	Meets all mandated health screening requirements.
11.	Adheres to the Licensure Code of Professional Conduct for Ohio Educators.
 
 
II.   Essential
      Functions:     The following are essential work responsibilities. 
           
1.	Works with school administrators to identify non-resident students enrolled in district programs.  Facilitates removal of ineligible students according to district policy and legal remedies available to the school district.
2.	Monitors attendance and employment of minors’ laws.  Helps parents and students understand employment minors’ law and compulsory attendance requirements.
3.	Recommends revisions to student/parent and teacher handbooks.  Develops procedural protocols necessary to comply with legislative mandates.
4.	Responds to requests for assistance with truancy concerns.  Investigates and corroborates evidence.  Prepares a checklist to prevent procedural errors when documenting information.  Confirms legal residence.  Documents employment.  Maintains a list of relevant phone numbers.
5.	Upholds board policies and follows administrative guidelines/procedures.  Refers policy interpretation inquiries to administrators.
6.	Advances the professional image of the service center and affiliated school districts.  Maintains open/effective communications.  Uses problem-solving techniques to tactfully address concerns.
7.	Helps facilitate community participation in activities that enhance student learning.
8.	Contacts parents or guardians when the school has not been notified about an absent student.  Mails written notification when contact cannot be established.
9.	Prepares a warning letter outlining the legal consequences of continued truancy. Presents the letter in person or uses certified mail when contact is not possible.
10.	Maintains high standards for student conduct.  Counsels students to acknowledge and manage responsible personal conduct.
11.	Processes legal complaints with the prosecutor’s office when truancy persists.  Represents school districts at hearings.  Prepares and provides detailed testimony.
12.	Prepares a written report describing recommendations and/or resolutions related to each truancy action undertaken.
13.	Administers appropriate discipline for unexcused tardiness/absences, class cuts, leaving unexcused, and not serving attendance related detentions.
14.	Performs data-entry activities related to attendance-related discipline.
15.	Develops and maintains motivational programs to improve attendance.
16.	Reviews and interprets custody rulings.  Helps building administrators resolve jurisdiction issues.  Assists the treasurer with the collection of tuition based on custody assignment.
17.	Takes precautions to ensure safety.  Watches for conduct/situations that may indicate a problem.  Works with supervisors to manage or eliminate risk factors.
18.	Investigates hardship, neglect, and suspected child abuse cases.  Initiates referrals to community resources (e.g., legal, health, welfare, etc.).  Serves as a contact for community authorities.
19.	Maintains complete and accurate records.  Submits required paperwork on time.
20.	Maintains the confidentiality of privileged information.
21.	Participates in staff meetings and professional growth opportunities as directed.
22.	Strives to develop rapport and serve as a positive role model for others.
23.	Helps students understand and embrace ethical conduct and democratic values.
24.	Maintains a professional appearance.  Wears work attire appropriate for the position.
25.	Performs other specific job-related duties as directed.





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Openings as of 3/30/2025

Board Certified Behavior Analyst (BCBA)

JobID: 3585

Position Type:
  Student Support Services/Educational Consultant


Date Posted:
  7/24/2024


Location:
  Euclid City Schools


Date Available:
  08/26/2024


Closing Date:
  08/09/2024


District:
  ESC
  Additional Information:  Show/Hide
Euclid City School District for 2024-2025 School Year

 Full-Time Board Certified Behavior Analysts (BCBA)
                                               
 
Date:                           July 24, 2024
Title:                            Board Certified Behavior Analyst (BCBA)
Reports To:                 Director of Pupil Services
Start:                            August 2024-2025 school year
Employment Status:  Full Time 195 days (Certified Calendar) 
 
 
Qualifications:          
1. Valid driver's license.
2. Appropriate Ohio Educational License through the Ohio Department of Education
3.  Appropriate Board Certified Behavioral Analyst License.
4. Demonstrates a sincere desire to aid all students.
5. Good health, high moral character, and good attendance record.
6. Physical demands described herein are representative of those that must be met by an employee to successfully perform the essential job functions.  While performing the duties of this job, the employee is regularly required to sit, use hands to finger, handle, kneel, crouch, or crawl; lift up to 50 lbs. Specific vision abilities required of this job include close vision, distance vision and the ability to adjust focus.
7. Shall meet requirements for employment governed by federal and state laws i.e., BCI&I and FBI check.  
8. Expectations include ability to read, analyze, interpret assessments and reports, write compliance reports, and professional correspondence, effectively present information and respond to administration, students, families and the general public.
 
General Description:  Assesses, coordinates, and implements behavior analysis services and behavior interventions plans for general education and special education students with complex/less involved and/or severe/predictable behaviors in enrolled  educational programs; Provides support and professional learning opportunities to Euclid City Schools staff, and parents/guardians in the appropriate use of behavior analysis methodologies and intervention techniques; Conducts assessments and develops plans that conforms to IDEA, Ohio law and regulations and the Behavior Analyst Certification Board.
1.  Maintains professional ethical standards and complies with ESC and school assignment policies and procedures.
2.    Provide and help develop behavioral services at all three RTI Tier levels.
3.    Develops professional development opportunities, materials, and provides resources for administrators, educators, paraprofessionals, and other support  staff of Applied Behavior Analysis (ABA), Crisis Prevention Institute (CPI) and/or other evidenced based methodologies related to addressing the needs of students with behavioral challenges in accordance to federal/state/IDEA laws and regulations. 
4.     Observes and gathers data for administration of Functional Behavior Assessments (FBA) and implementation of Behavioral Intervention Plans (BIP). Effectively develop plans as directed by data and assessments. 
5.  Creates and assists contracted district staff & ESC staff with the development and implementation of behavior intervention plans (BIP’s), ABA programs, and other appropriate programs for students with behavior/learning challenges.
6.  Provides direct intervention services to students who exhibit inappropriate behaviors and proves support and professional learning for staff who work with these students. May be directed by a Behavior Intervention Plan, Individualized Education Plan.
7.  Manage assaultive behaviors by using best practices and as a last resort, Nonviolent Crisis Intervention (CPI).
8.  Effectively provide clinical supervision of Registered Behavioral Technicians (RBT) as directed by the Behavior Analyst Certification Board.
9.  Attends county, district, and staff meetings (seminars, conferences, workshops, and so forth) as adopted in the district's calendar unless excused by the Director of Exceptional Services.
 
 
Other Duties and Responsibilities:
                1.             Serves as a role model for educators and students in how to conduct themselves as citizens and as responsible, intelligent human beings.             
                2.              Assist with successful student transitions for students who are transition to or from an alternative placement 
                3.              Collaborate with public and private agencies to offer recommendations and consultation that foster 
                                 appropriate social skills and prevent behaviors for the purpose of effective learning in the educational environment.
                4.             Shall perform such other duties as the governing board may assign/determine.
                5.             The employee shall remain free of any alcohol or nonprescribed controlled substance abuse in the workplace throughout his/her employment in the
                                County/District
 
                6.             Observes Risk Reduction Safety Rules and Regulations of the E.S.C. of Northeast Ohio and Euclid City School District, State, Federal OSHA laws and will be evaluated to the extent of compliance and implementation as an employee on such rules and regulations for safety in the workplace while visiting such sites in line of work duties.
                                                                                           
ADDITIONAL WORKING CONDITIONS:

                1.             Occasional exposure to blood, bodily fluids, and tissue.
                2.             Occasional operation of a vehicle under inclement weather conditions.
                3.             Occasional interaction among unruly children.

SALARY:      Based upon qualifications
 
TO APPLY:   Only candidates who complete the Applitrack online Professional Application from our website:  www.escneo.org   (Human Resources Tab, Employment, Current Opportunities) will be considered.
 

 
The Educational Service Center of Northeast Ohio is an equal opportunity employer.




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Openings as of 3/30/2025

Interpreter of the Deaf (ASL)

JobID: 3637

Position Type:
  Student Support Services/Interpreter of the Deaf (Sign Language)


Date Posted:
  12/3/2024


Location:
  Westlake City Schools


Date Available:
  01/06/2025


Closing Date:
  12/27/2024


District:
  ESC
  Additional Information:  Show/Hide
Westlake City Schools 2024-2025 school year: Assignment: Westlake Elementary Preschool Classroom (Location: Westlake Elementary School)

Work Hours:  M-Th, 12:30 - 3:30 pm (3 hours per day, 4 days per week) when school is in session: Part Time Status

Pay rate: $30 per hour

Objective: Primary function is to facilitate communication, providing interpreting services in inclusive, mainstream, and self-contained settings. To serve as a liaison in promoting positive relations between the Deaf/Hard of Hearing students, their hearing peers, faculty, administration and other staff.

This facilitator will need to have strong American Sign Language skills as well as understand the role of facilitating language

Essential Job Functions:
• Demonstrate knowledge of the Ohio Guidelines for Educational Interpreters
• Follow classroom schedule and interpret for students as mandated by the student’s IEP
•  Interpret all class activities (during the contracted day) to include: lectures, discussions, films/videos, assemblies, and any related assignment
•  Collaborate as a member of the educational team obtaining lesson plans as well as providing in-service for new staff members about working with an interpreter/DHH student in the educational setting
•  Maintain confidentiality as required by District policy, The Registry of Interpreters for the Deaf (RID) Professional Code of Conduct, and applicable law
•  Pursue self-improvement and professional development opportunities in signing ability, interpreting skills and establishing a better understanding of the educational process
•  Attend all In-service/Professional Development programming and staff meetings as required

Minimum Qualifications:
•  Ohio Department of Education Associate License Interpreter for the Hearing Impaired with the Department of Education and Workforce (DEW) 
•  2 years of college coursework, OR an Associate's Degree or higher, OR high school diploma with passage of the ParaPro Assessment prior to employment
•  Strong interpersonal skills
•  Ability to lift equipment, supplies and/or children weighing at least forty (40) pounds
•  Physical ability to perform all of the essential functions of the job.
 
• Application requires a resume and job history, completed in the on-line application
  
  Application Deadline - Open until position is filled





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Openings as of 3/30/2025

Intervention Specialist (Moderate to Intense or MIld to Moderate)

JobID: 3604

Position Type:
  Student Support Services/Mild to Moderate Intervention Specialist


Date Posted:
  9/5/2024


Location:
  UCP of Greater Cleveland


Date Available:
  10/07/2024


Closing Date:
  09/20/2024


District:
  ESC
  Additional Information:  Show/Hide
UCP of Greater Cleveland 

JOB TITLE: Full Time Intervention Specialist (Mild to Moderate/Moderate to Intense)

SUPERVISED BY: Administration and Curriculum Manager


BASIC FUNCTION: Under the supervision of the Administration and Curriculum Manager, the Intervention Specialist provides appropriate learning experiences for students with a range   of disabilities (age 3 through 21) in our alternative education program. This program is designed to build academic and functional skills using a personalized approach for each student.  Serves  as part of  a  highly  skilled  team  dedicated  to  providing  education  through  a  transdisciplinary approach while upholding the core beliefs of the program. Collaborates with related service providers (speech, occupational, and physical therapists) and contracted service providers (Music Therapists, Teachers of the Visually Impaired, Adapted Physical Education Teachers, etc.) to design customized learning plans to be delivered in small group environment. Ongoing professional development is required for this position. There is an emphasis on continuous learning and sharing skills across disciplines to develop individualized curriculum and personalized learning plans for each student.
 
QUALIFICATIONS:
 
• Bachelor’s or Master’s degree in Special Education
• Current ODE license as a K-12 Intervention Specialist
• Exceptional interpersonal skills
• Passionate, collaborative, and energetic disposition
• Excellent verbal and written communication skills
• Commitment to professional development
• Ability to maintain high level of confidentiality and use sound judgment
• Proficient in computer applications including MS Office Suite, email, and internet
• Ability to lift a minimum of fifty (50) pounds
• Possess a valid Ohio driver’s license with no more than two (2) moving violations and have reliable daily transportation.
• Preferential consideration for candidates with the following:
  • Experience with Severe and Multiple Disabilities
  • Minimum of 2-3 years of teaching experience
  
RESPONSIBILITIES:
 
1. Contribute to a highly collaborative IEP/Service Plan process.
2. Contribute evaluative data in a timely manner for completion of triennial Evaluation Team Report.
3. Build meaningful connections and trust with students to cultivate a positive learning environment according to the individual needs of each student.
4. Foster a positive working relationship with teaching assistants, related service providers, intervention specialists, contracted service providers, administration, families, and school district personnel.
5. Collaboratively develop and teach engaging lessons that are grounded in best practice and evidence-based methods and utilize appropriate curriculum resources.
6. Uphold the Core Beliefs of the program.
7. Use positive behavioral strategies to support a high-quality learning environment.
8. Complete Functional Behavior Assessments and design Behavior Support Plans using a team-based approach.
9. Provide specialized instruction, accommodations, modifications, and assistive technology services for students with disabilities.
10. Coordinate completion of quarterly progress reports on IEP goals and academic report cards. Provide copies of reports to parents and district representatives.
11. Participate in regularly scheduled team meetings with families, district representatives, and team members.
12. Maintain accurate and complete student records including timely completion of IEP and ETR documents and lesson planning.
13. Establish and communicate clear objectives for all lessons, units, and projects.
14. Collect data as evidence of goal progress and attainment.
15. Continuously develop professional skills by participating in staff development activities, curriculum development meetings, and workshops.
16. Coordinate classroom Teaching Assistants for program implementation, in accordance with policies and procedures, to maintain a safe and engaging learning environment.
17. Delegate duties to Teaching Assistants in collaboration with the program manager/director and related service providers.
18. Communicate with Administration and Curriculum Manager and/or Operations Manager when problems arise with classroom staff or students.
19. Other job-related duties as assigned.





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Openings as of 3/30/2025

Intervention Specialist - $2,000 SIGN ON BONUS

JobID: 3647

Position Type:
  Student Support Services/Mild to Moderate Intervention Specialist


Date Posted:
  1/13/2025


Location:
  PEP Phoenix


District:
  Positive Education Program
  Additional Information:  Show/Hide

Job purpose
Assume lead responsibility for planning, managing, delivering and evaluating standards-based instruction for students with disabilities. Provide the leadership in creating a classroom environment that promotes high levels of achievement and social-emotional growth for all students.

Duties and responsibilities
 
• Align practice and work with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model®, the Neurosequential Model and the Re-ED philosophy.
• Assist with the planning, delivery, and documentation of Mental Health Day Treatment services.
• Work collaboratively with classroom team members to provide an integrated program of education and mental health services and supports inclusive of academic, social-emotional, and behavioral programming within an ecologically based model.
• Work collaboratively with all team members, including agency and center staff, parents, and other professionals to implement the program and achieve the best possible learning outcomes for every student.
• Use a variety of assessment strategies and instruments to design individualized programs (IEPs) and standards-based instructional plans and to evaluate student skills and progress both formatively and summatively; engage in data-informed practice to promote student achievement.
• Plan, deliver, and evaluate lessons that advance the learning of each student and are aligned with the Ohio Learning Standards and Extended Standards, where appropriate, using agency-adopted curriculum materials with implementation fidelity, and write high-quality plans that reflect the classroom academic program.
• Practice the principles of effective instruction and pedagogy: use diverse and differentiated, developmentally appropriate instruction, effective grouping strategies, and appropriate learning materials to individualize teaching and learning activities to the needs of the students.
• Use strategies and tactics including those that involve technology to create learning environments that promote consistency and predictability to provide safety and emotional well-being as well as high levels of student engagement, learning and achievement.
• Carry out all duties with regard to the Ohio State Testing Program in alignment with the rules and regulations and the individual IEP decisions regarding participation.
• Responsible for knowing and understanding all content areas for assigned grade levels and collaborating with teachers and supervisors as needed.
• Produce required IEP assessments, Lesson Plans, and reports accurately and according to schedule (IEPs, tests, assessments, Learning Reports, High School Credit Reporting Worksheets, etc.).
• Assume responsibility for professional growth and performance as an individual and as a member of a learning community.
• Implement the Therapeutic Crisis Intervention Model with fidelity and effectiveness to support treatment and to reduce/avoid restraints.
• Maintain a current and valid certificate/license.
• Complete assigned duties competently and within expected time frames.
• Utilize safe work practices for self and others.
• Demonstrate word processing skills and program navigation skills.
• Participate (and pass requirements where applicable) in all required trainings, including but not limited to; Vehicle Safety, First Aid, CPR, Therapeutic Crisis Intervention, Blood Borne Pathogens, and Standards of Practice.
• Participate in staff development activities, parent conferences, team meetings, and staff meetings as scheduled or assigned.
• Ability to work respectfully with a culturally diverse population of clients.
• As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day’s activities.
• Adhere to PEP and ESC policies and procedures
 
Qualifications
 
• Bachelor’s degree, minimally.
• Special Education Teaching Credential: Intervention Specialist License (M/M or M/I), Alternative SPED License, Supplemental SPED License, or Education of the Handicapped Certificate in the SPED area appropriate for the teaching assignment (SBH, ED, MH, EC, etc.), preferred. Minimally Substitute licensure, required.
• Highly Qualified Teacher status in core subject areas preferred.
• Experience working with behaviorally challenged children/youth.
• Communicate accurately and effectively, both written and orally.
• Utilize good judgment under routine and stressful conditions.
• Demonstrate effective decision-making skills.
• Work professionally, effectively, and collaboratively with others.
 
Physical requirements
 
• Ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model. Physical interventions are low in frequency but require intense physical exertion. The object is to safely control/maintain a struggling and aggressive young person ranging from 50 – 250+ pounds. Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding.
• Ability to participate in therapeutic outdoor education/field trips which may involve hiking, biking, climbing, and swimming.
• Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding).
• Ability to move around the classroom/center/community and sit and stand for more than an hour at a time.
• Ability to visually and auditorily assess and monitor the mental health status of students for safety purposes.
• Ability to meet driver eligibility standards and operate an agency leased vehicle.
 
Direct reports
None





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Openings as of 3/30/2025

Intervention Specialist 2000 SIGN ON BOUNS

JobID: 3309

Position Type:
  Student Support Services/Mild to Moderate Intervention Specialist


Date Posted:
  1/14/2023


Location:
  PEP Willow Creek


District:
  Positive Education Program
  Additional Information:  Show/Hide
         
Job Summary

Assume lead responsibility for planning, managing, delivering and evaluating standards-based instruction for students with disabilities.  Provide the leadership in creating a classroom environment that promotes high levels of achievement and social-emotional growth for all students.
            
Education and Experience Requirements

Bachelor’s degree required. Special Education Teaching Credential: Intervention Specialist License (M/M or M/I), Alternative SPED License, Supplemental SPED License or Education of the Handicapped Certificate in the SPED area appropriate for the teaching assignment (SBH, ED, MH, EC, etc.) required. License K-12 Highly Qualified Teacher status in core subject areas required. Experience working with behaviorally/emotionally challenged children/youth. Communicate accurately and effectively, both verbal and written. Utilize good judgment under routine and stressful work conditions. Demonstrate effective decision-making skills. Work professionally, effectively and collaboratively with others.
            
Essential Job Duties/Responsibilities

Primary Responsibilities

Align practice and work with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model®, the Neurosequential Model and the Re-ED philosophy. Assist with the planning, delivery, and documentation of Mental Health Day Treatment services. Work collaboratively with all team members to provide an integrated program of education and mental health services and supports inclusive of academic, social-emotional, and behavioral programming within an ecologically-based model. Work collaboratively with all team members, including agency and center staff, parents, and other professionals to implement the program and achieve the best possible outcomes for every student. Use a variety of assessment strategies and instruments to design individualized programs (IEPs) and standards-based instructional plans and to evaluate student skills and progress both formatively and summatively; engage in data-informed practice to promote student achievement. Plan, deliver, and evaluate lessons that advance the learning of each student and are aligned with the Ohio Learning Standards and Extended Standards, where appropriate, using agency-adopted curriculum materials with implementation fidelity, and write high-quality plans that reflect the classroom academic program. Practice the principles of effective instruction and pedagogy: use diverse and differentiated, developmentally-appropriate instruction, effective grouping strategies, and appropriate learning materials to individualize teaching and learning activities to the needs of the students. Use strategies and tactics including those that involve technology to create learning environments that promote consistency and predictability to provide safety and emotional well-being as well as high levels of student engagement, learning and achievement. Carry out duties with regard to the Ohio State Testing Program in alignment with the rules and regulations and the individual IEP decisions regarding participation. Responsible for knowing and understanding all content areas for assigned grade levels and collaborating with teachers and supervisors as needed. Produce required IEP assessments, Lesson Plans, and reports accurately and according to schedule (IEPs, tests, assessments, Learning Reports, High School Credit Reporting Worksheets, etc.). Assume responsibility for professional growth and performance as an individual and as a member of a learning community Implement the Therapeutic Crisis Intervention model with fidelity and effectiveness to support treatment and reduce/avoid restraints, where applicable.
            
Expectations, Skills and Abilities

Maintain a current and valid certificate/license. Complete assigned duties competently and within expected time frames. Utilize safe work practices for self and others. Intermediate word processing skills and program navigation skills. Participate (and pass requirements where applicable) in all required training, including but not limited to: vehicle safety, first aid, CPR, TCI bloodborne pathogens and Standards of Practice. Participate in staff development activities, parent conferences, team meetings, and staff meetings as scheduled and assigned. Ability to work respectfully with a culturally diverse population of clients. As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day’s activities. Adhere to all agency applicable policies and procedures.
            
Physical Demands and Working Conditions

Ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model.  Physical interventions are low in frequency but require intense physical exertion.  The object is to safely control/maintain a struggling and aggressive young person ranging from 50 – 250 pounds.  Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding. Ability to participate in therapeutic outdoor education/field trips which may involve hiking, biking, climbing, and swimming. Ability to use a computer and keyboard (hand-eye coordination and repetitive movements related to keyboarding). Ability to move around the classroom/center/community and sit and stand for more than an hour at a time. Ability to visually and auditorily assess and monitor the mental health status of students for safety purposes. Ability to meet driver eligibility standards and operate an agency leased vehicle. Risk of exposure to blood, bodily fluids and tissue. Risk of exposure to hostile or aggressive behaviors by clients and/or family members. Risk of exposure to communicable diseases (i.e. colds, flu, measles, etc.). When outdoors, risk of exposure to unpredictable weather conditions.
 
 
 
 
 
 
 
 





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Openings as of 3/30/2025

Intervention Specialist - $2,000 SIGN ON BONUS

JobID: 3353

Position Type:
  Student Support Services/Mild to Moderate Intervention Specialist


Date Posted:
  3/1/2024


Location:
  Prentiss


District:
  Positive Education Program
  Additional Information:  Show/Hide
         
Job Summary

Assume lead responsibility for planning, managing, delivering and evaluating standards-based instruction for students with disabilities.  Provide the leadership in creating a classroom environment that promotes high levels of achievement and social-emotional growth for all students.
            
Education and Experience Requirements

Bachelor’s degree required. Special Education Teaching Credential: Intervention Specialist License (M/M or M/I), Alternative SPED License, Supplemental SPED License or Education of the Handicapped Certificate in the SPED area appropriate for the teaching assignment (SBH, ED, MH, EC, etc.) required. License K-12 Highly Qualified Teacher status in core subject areas required. Experience working with behaviorally/emotionally challenged children/youth. Communicate accurately and effectively, both verbal and written. Utilize good judgment under routine and stressful work conditions. Demonstrate effective decision-making skills. Work professionally, effectively and collaboratively with others.
            
Essential Job Duties/Responsibilities

Primary Responsibilities

Align practice and work with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model®, the Neurosequential Model and the Re-ED philosophy. Assist with the planning, delivery, and documentation of Mental Health Day Treatment services. Work collaboratively with all team members to provide an integrated program of education and mental health services and supports inclusive of academic, social-emotional, and behavioral programming within an ecologically-based model. Work collaboratively with all team members, including agency and center staff, parents, and other professionals to implement the program and achieve the best possible outcomes for every student. Use a variety of assessment strategies and instruments to design individualized programs (IEPs) and standards-based instructional plans and to evaluate student skills and progress both formatively and summatively; engage in data-informed practice to promote student achievement. Plan, deliver, and evaluate lessons that advance the learning of each student and are aligned with the Ohio Learning Standards and Extended Standards, where appropriate, using agency-adopted curriculum materials with implementation fidelity, and write high-quality plans that reflect the classroom academic program. Practice the principles of effective instruction and pedagogy: use diverse and differentiated, developmentally-appropriate instruction, effective grouping strategies, and appropriate learning materials to individualize teaching and learning activities to the needs of the students. Use strategies and tactics including those that involve technology to create learning environments that promote consistency and predictability to provide safety and emotional well-being as well as high levels of student engagement, learning and achievement. Carry out duties with regard to the Ohio State Testing Program in alignment with the rules and regulations and the individual IEP decisions regarding participation. Responsible for knowing and understanding all content areas for assigned grade levels and collaborating with teachers and supervisors as needed. Produce required IEP assessments, Lesson Plans, and reports accurately and according to schedule (IEPs, tests, assessments, Learning Reports, High School Credit Reporting Worksheets, etc.). Assume responsibility for professional growth and performance as an individual and as a member of a learning community Implement the Therapeutic Crisis Intervention model with fidelity and effectiveness to support treatment and reduce/avoid restraints, where applicable.
            
Expectations, Skills and Abilities

Maintain a current and valid certificate/license. Complete assigned duties competently and within expected time frames. Utilize safe work practices for self and others. Intermediate word processing skills and program navigation skills. Participate (and pass requirements where applicable) in all required training, including but not limited to: vehicle safety, first aid, CPR, TCI bloodborne pathogens and Standards of Practice. Participate in staff development activities, parent conferences, team meetings, and staff meetings as scheduled and assigned. Ability to work respectfully with a culturally diverse population of clients. As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day’s activities. Adhere to all agency applicable policies and procedures.
            
Physical Demands and Working Conditions

Ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model.  Physical interventions are low in frequency but require intense physical exertion.  The object is to safely control/maintain a struggling and aggressive young person ranging from 50 – 250 pounds.  Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding. Ability to participate in therapeutic outdoor education/field trips which may involve hiking, biking, climbing, and swimming. Ability to use a computer and keyboard (hand-eye coordination and repetitive movements related to keyboarding). Ability to move around the classroom/center/community and sit and stand for more than an hour at a time. Ability to visually and auditorily assess and monitor the mental health status of students for safety purposes. Ability to meet driver eligibility standards and operate an agency leased vehicle. Risk of exposure to blood, bodily fluids and tissue. Risk of exposure to hostile or aggressive behaviors by clients and/or family members. Risk of exposure to communicable diseases (i.e. colds, flu, measles, etc.). When outdoors, risk of exposure to unpredictable weather conditions.
 
 
 
 
 
 
 
 





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Openings as of 3/30/2025

Associate Teacher Counselor - Float

JobID: 3567

Position Type:
  Student Support Services/Mild to Moderate Intervention Specialist


Date Posted:
  6/18/2024


Location:
  PEP Willow Creek


District:
  Positive Education Program
  Additional Information:  Show/Hide
Job purpose
Responsible for planning, implementation and documentation of Mental Health Day Treatment services in coordination with classroom team members.

Duties and responsibilities
• Align practice and work with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model®, the Neurosequential Model and the Re-ED philosophy.
• Work collaboratively with all team members to provide an integrated program of education and mental health services and supports inclusive of academic, social- emotional, and behavioral programming within an ecologically-based model.
• Work collaboratively with all team members, including agency and center staff, parents, and other professionals to implement the program and achieve the best possible outcomes for every client.
• Plan and deliver all mental health related services, including group meetings, utilizing agency approved social-emotional curricula.
• Responsible for documentation of Mental Health Day Treatment services, in adherence to agency’s guidelines.
• Responsible for the development, implementation, and review of the client’s Individual Service Plan.
• Utilize positive behavioral supports (classroom structure and systems, behavior management techniques, and learning environment design) effectively and therapeutically.
• Understand group dynamics and processes and is responsive to the diversity and individual learning and treatment needs of clients served.
• Implement the Therapeutic Crisis Intervention model with fidelity and effectiveness to support treatment and reduce/avoid restraints.
• Complete assigned duties competently and within expected time frames.
• Utilize safe work practices for self and others.
• Demonstrate word processing skills and program navigation skills.
• Participate (and pass requirements where applicable) in all required trainings, including but not limited to: Vehicle Safety, First Aid, CPR, Therapeutic Crisis Intervention, Blood Borne
• Pathogens, and Standards of Practice.
• Participate in staff development activities, parent conferences, team meetings, and staff meetings as scheduled or assigned.
• Ability to work respectfully with a culturally diverse population of clients.
• As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day’s activities.
• Adhere to PEP and ESC policies and procedures, as applicable.
Qualifications
• Master’s or Bachelor of Arts/Science degree in psychology, sociology, social work or related field minimally required; mental health license preferred.
• Experience working with behaviorally/emotionally challenged children/youth in a school based mental health or day treatment setting preferred.
• Understanding of emotional disturbance and impact on behavior.
• Experience in the development and implementation of treatment plans.
• Knowledge of group process and experience in facilitating groups.
• Communicate accurately and effectively, both written and orally.
• Demonstrate effective decision-making skills.
• Utilize good judgment under routine and stressful work conditions.
• Work professionally, effectively and collaboratively with others.
Physical requirements
• Ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model. Physical interventions require intense physical exertion. The object is to safely control/maintain a struggling and
• aggressive young person ranging from 50 – 250+ pounds. Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding.
• Ability to participate in therapeutic outdoor education/field trips which may involve hiking, biking, climbing, and swimming.
• Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding).
• Ability to move around the classroom/center/community and sit and stand for more than an hour at a time.
• Ability to visually and auditorily assess and monitor the mental health status of students for safety purposes.
• Ability to meet driver eligibility standards and operate an agency leased vehicle.
Direct reports
None
 




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Openings as of 3/30/2025

Intervention Specialist 2000 SIGN ON BOUNS

JobID: 3588

Position Type:
  Student Support Services/Mild to Moderate Intervention Specialist


Date Posted:
  8/1/2024


Location:
  PEP Willow Creek


District:
  Positive Education Program
  Additional Information:  Show/Hide

Job purpose
Assume lead responsibility for planning, managing, delivering and evaluating standards-based instruction for students with disabilities.  Provide the leadership in creating a classroom environment that promotes high levels of achievement and social-emotional growth for all students. 
 
Duties and responsibilities
 
• Align practice and work with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model®, the Neurosequential Model and the Re-ED philosophy.
• Assist with the planning, delivery, and documentation of Mental Health Day Treatment services.
• Work collaboratively with classroom team members to provide an integrated program of education and mental health services and supports inclusive of academic, social-emotional, and behavioral programming within an ecologically based model.
• Work collaboratively with all team members, including agency and center staff, parents, and other professionals to implement the program and achieve the best possible learning outcomes for every student.
• Use a variety of assessment strategies and instruments to design individualized programs (IEPs) and standards-based instructional plans and to evaluate student skills and progress both formatively and summatively; engage in data-informed practice to promote student achievement.
• Plan, deliver, and evaluate lessons that advance the learning of each student and are aligned with the Ohio Learning Standards and Extended Standards, where appropriate, using agency-adopted curriculum materials with implementation fidelity, and write high-quality plans that reflect the classroom academic program.
• Practice the principles of effective instruction and pedagogy:  use diverse and differentiated, developmentally appropriate instruction, effective grouping strategies, and appropriate learning materials to individualize teaching and learning activities to the needs of the students.
• Use strategies and tactics including those that involve technology to create learning environments that promote consistency and predictability to provide safety and emotional well-being as well as high levels of student engagement, learning and achievement.
• Carry out all duties with regard to the Ohio State Testing Program in alignment with the rules and regulations and the individual IEP decisions regarding participation.
• Responsible for knowing and understanding all content areas for assigned grade levels and collaborating with teachers and supervisors as needed.
• Produce required IEP assessments, Lesson Plans, and reports accurately and according to schedule (IEPs, tests, assessments, Learning Reports, High School Credit Reporting Worksheets, etc.).
• Assume responsibility for professional growth and performance as an individual and as a member of a learning community.
• Implement the Therapeutic Crisis Intervention Model with fidelity and effectiveness to support treatment and to reduce/avoid restraints.
• Maintain a current and valid certificate/license.
• Complete assigned duties competently and within expected time frames.
• Utilize safe work practices for self and others.
• Demonstrate word processing skills and program navigation skills.
• Participate (and pass requirements where applicable) in all required trainings, including but not limited to; Vehicle Safety, First Aid, CPR, Therapeutic Crisis Intervention, Blood Borne Pathogens, and Standards of Practice.
• Participate in staff development activities, parent conferences, team meetings, and staff meetings as scheduled or assigned.    
• Ability to work respectfully with a culturally diverse population of clients.
• As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day’s activities.
• Adhere to PEP and ESC policies and procedures
 
Qualifications
 
• Bachelor’s degree, minimally.
• Special Education Teaching Credential:  Intervention Specialist License (M/M or M/I), Alternative SPED License, Supplemental SPED License, or Education of the Handicapped Certificate in the SPED area appropriate for the teaching assignment (SBH, ED, MH, EC, etc.), preferred.  Minimally Substitute licensure, required.
• Highly Qualified Teacher status in core subject areas preferred.
•  Experience working with behaviorally challenged children/youth.           
• Communicate accurately and effectively, both written and orally.
• Utilize good judgment under routine and stressful conditions.
• Demonstrate effective decision-making skills.
• Work professionally, effectively, and collaboratively with others.
 
Physical requirements
 
• Ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model.  Physical interventions are low in frequency but require intense physical exertion. The object is to safely control/maintain a struggling and aggressive young person ranging from 50 – 250+ pounds.  Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding.
• Ability to participate in therapeutic outdoor education/field trips which may involve hiking, biking, climbing, and swimming.
• Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding).
• Ability to move around the classroom/center/community and sit and stand for more than an hour at a time. 
• Ability to visually and auditorily assess and monitor the mental health status of students for safety purposes.
• Ability to meet driver eligibility standards and operate an agency leased vehicle.
 
Direct reports
None
 





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Openings as of 3/30/2025

Associate Teacher Counselor - Float

JobID: 3620

Position Type:
  Student Support Services/Mild to Moderate Intervention Specialist


Date Posted:
  10/8/2024


Location:
  PEP Hopewell


District:
  Positive Education Program
  Additional Information:  Show/Hide
Job purpose
Responsible for planning, implementation and documentation of Mental Health Day Treatment services in coordination with classroom team members.

Duties and responsibilities
• Align practice and work with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model®, the Neurosequential Model and the Re-ED philosophy.
• Work collaboratively with all team members to provide an integrated program of education and mental health services and supports inclusive of academic, social- emotional, and behavioral programming within an ecologically-based model.
• Work collaboratively with all team members, including agency and center staff, parents, and other professionals to implement the program and achieve the best possible outcomes for every client.
• Plan and deliver all mental health related services, including group meetings, utilizing agency approved social-emotional curricula.
• Responsible for documentation of Mental Health Day Treatment services, in adherence to agency’s guidelines.
• Responsible for the development, implementation, and review of the client’s Individual Service Plan.
• Utilize positive behavioral supports (classroom structure and systems, behavior management techniques, and learning environment design) effectively and therapeutically.
• Understand group dynamics and processes and is responsive to the diversity and individual learning and treatment needs of clients served.
• Implement the Therapeutic Crisis Intervention model with fidelity and effectiveness to support treatment and reduce/avoid restraints.
• Complete assigned duties competently and within expected time frames.
• Utilize safe work practices for self and others.
• Demonstrate word processing skills and program navigation skills.
• Participate (and pass requirements where applicable) in all required trainings, including but not limited to: Vehicle Safety, First Aid, CPR, Therapeutic Crisis Intervention, Blood Borne Pathogens, and Standards of Practice.
• Participate in staff development activities, parent conferences, team meetings, and staff meetings as scheduled or assigned.
• Ability to work respectfully with a culturally diverse population of clients.
• As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day’s activities.
• Adhere to PEP and ESC policies and procedures, as applicable.
Qualifications
• Master’s or Bachelor of Arts/Science degree in psychology, sociology, social work or related field minimally required; mental health license preferred.
• Experience working with behaviorally/emotionally challenged children/youth in a school based mental health or day treatment setting preferred.
• Understanding of emotional disturbance and impact on behavior.
• Experience in the development and implementation of treatment plans.
• Knowledge of group process and experience in facilitating groups.
• Communicate accurately and effectively, both written and orally.
• Demonstrate effective decision-making skills.
• Utilize good judgment under routine and stressful work conditions.
• Work professionally, effectively and collaboratively with others.
Physical requirements
• Ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model. Physical interventions require intense physical exertion. The object is to safely control/maintain a struggling and aggressive young person ranging from 50 – 250+ pounds. Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting,
• and holding.
• Ability to participate in therapeutic outdoor education/field trips which may involve hiking, biking, climbing, and swimming.
• Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding).
• Ability to move around the classroom/center/community and sit and stand for more than an hour at a time.
• Ability to visually and auditorily assess and monitor the mental health status of students for safety purposes.
• Ability to meet driver eligibility standards and operate an agency leased vehicle.
Direct reports
None
 




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Openings as of 3/30/2025

Float Associate Teacher Counselor

JobID: 3396

Position Type:
  Student Support Services/Moderate to Intense Intervention Specialist


Date Posted:
  6/27/2023


Location:
  Phoenix


District:
  Positive Education Program
  Additional Information:  Show/Hide
         
Job title	ATC Float
Reports to	TBD
 
Job purpose                                                                                                                                                                          
Responsible for planning, implementation and documentation of Mental Health Day Treatment services in coordination with classroom team members. Ability to fill in open ATC spots due to a variety of reasons such as absences, leaves etc. in any of the PEP centers and classrooms.
 
Duties and responsibilities                                                                                                                                                
• Align practice and work with the agency mission, vision, guiding principles, the trauma- informed Sanctuary Model®, the Neurosequential Model and the Re-ED philosophy.
• Work collaboratively with all team members to provide an integrated program of education and mental health services and supports inclusive of academic, social- emotional, and behavioral programming within an ecologically-based model.
• Work collaboratively with all team members, including agency and center staff, parents, and other professionals to implement the program and achieve the best possible outcomes for every client.
• Plan and deliver all mental health related services, including group meetings, utilizing agency approved social-emotional curricula, when providing MH service coverage.
• Responsible for documentation of Mental Health Day Treatment services, in adherence to agency’s guidelines, when providing MH service coverage.
• Responsible for the development, implementation, and review of the client’s Individual Service Plan, when providing MH service coverage.
• Utilize positive behavioral supports (classroom structure and systems, behavior management techniques, and learning environment design) effectively and therapeutically.
• Understand group dynamics and processes and is responsive to the diversity and individual learning and treatment needs of clients served.
• Implement the Therapeutic Crisis Intervention model with fidelity and effectiveness to support treatment and reduce/avoid restraints.
• Complete assigned duties competently and within expected time frames.
• Utilize safe work practices for self and others.
• Demonstrate word processing skills and program navigation skills.
• Participate (and pass requirements where applicable) in all required trainings, including but not limited to: Vehicle Safety, First Aid, CPR, Therapeutic Crisis Intervention, Blood Borne
Pathogens, and Standards of Practice.
• Participate in staff development activities, parent conferences, team meetings, and staff meetings as scheduled or assigned.
• Ability to work respectfully with a culturally diverse population of clients.
• As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day’s activities.
• Adhere to PEP and ESC policies and procedures, as applicable.
Qualifications                                                                                                                                                                        
• Bachelor of Arts/Science degree in psychology, social work with a mental health licensed preferred or High School diploma with minimally three years of documented mental health experience
• Experience working with behaviorally/emotionally challenged children/youth in a school basedmental health or day treatment setting preferred.
• Understanding of emotional disturbance and impact on behavior.
• Experience in the development and implementation of treatment plans.
• Knowledge of group process and experience in facilitating groups.
• Communicate accurately and effectively, both written and orally.
• Demonstrate effective decision-making skills.
• Utilize good judgment under routine and stressful work conditions.
• Work professionally, effectively and collaboratively with others.
Physical requirements                                                                                                                                                       
• Ability to balance, bend, climb, crouch, kneel, reach, push, stoop, stand and sit.
• Ability to lift and carry a minimum of 50 lbs.
• Ability to operate and ride in a vehicle.
• Ability to use a computer and keyboard (hand-eye coordination and repetitive movements related to keyboarding).
Direct Reports                                                                                                                                                                      
 
None.




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Openings as of 3/30/2025

Moderate to Intense Intervention Specialist

JobID: 3670

Position Type:
  Student Support Services/Moderate to Intense Intervention Specialist


Date Posted:
  3/24/2025


Location:
  Achievement Centers for Children- West


Date Available:
  Immediate


Closing Date:
  Until Filled


District:
  ESC
  Additional Information:  Show/Hide
The Educational Service Center of Northeast Ohio  is seeking interested and qualified candidates for a full time Moderate to Intense Intervention Specialist Teaching position assigned to the Achievement Centers for Children.

The assignment is a lead teacher position for a self-contained specialized resource room classroom serving students (ages 6-22) on the autism spectrum  which may include moderate to severe communication, social, medical, emotional needs and delays.

Experience serving school aged students with autism strongly considered or extensive knowledge and skill set needed in a self-contained, alternate assessment academic standards classroom setting in a separate self contained classroom setting in a separate building.

Working collaboratively with multiple staff members and families needed. 

Candidates will be contacted by the Achievement Centers for Children staff to schedule interviews.

Candidates are required to apply on line at www.escneo.org, Employment Link, Current Opportunities.

Appropriate license and criminal background check required.

A competitive salary, STRS and fringe benefit package will be offered to the best qualified candidate.




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Openings as of 3/30/2025

Para-Professional (Classroom Aide)

JobID: 3555

Position Type:
  Student Support Services/Para-Professional (Educational Aide)


Date Posted:
  12/18/2024


Location:
  Independence Local Schools


Date Available:
  January 2025


Closing Date:
  Until Filled


District:
  ESC
  Additional Information:  Show/Hide
Independence Local Schools is seeking qualified candidates for two Para-Professional Educational Aide positions to work with students and school personnel at Independence Schools (Middle School). 

This assignment is Monday through Friday, starting January 2025 for 5.75 hours per day  (28.75 hours per week). 

A competitive salary will be offered to the best qualified candidate
 
Minimum Qualifications:
1. High school diploma.
2. Ability to obtain the appropriate license from the State of Ohio.
3. Minimum of two year successful experience working with children with social, emotional, and behavioral needs preferred.
4. Prior experience working in an educational classroom setting.
5. Demonstrated aptitude for the tasks involved.
6. Be courteous, tactful and understanding of young people
7. Desire, ability, and patience to assist and work with students with special needs in a learning environment on a day-to-day basis.
8. Interest in children and education.
9. Capable of dealing with confidential student records.
10. Clean FBI/BCI background 

Candidates will be contacted by Independence Local Schools to schedule interviews.

Candidates are required to apply on line at www.esc-cc.org, Employment Link, Current Opportunities.

Appropriate license and criminal background check required.

 




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Openings as of 3/30/2025

Student Attendant

JobID: 3645

Position Type:
  Student Support Services/Para-Professional (Educational Aide)


Date Posted:
  1/10/2025


Location:
  Cuyahoga Heights Local Schools


Date Available:
  As soon as possible


Closing Date:
  Until Filled


District:
  ESC
  Additional Information:  Show/Hide
The Educational Service Center of Northeast Ohio is seeking interested and qualified candidates for a Student Attendant position assigned to Cuyahoga Heights Preschool for the remainder of the 2024 - 2025 school year. 

This assignment is Monday through Friday,  7.0 hours per day for the rest of the 2024-2025 school year. 

A competitive salary will be offered to the best qualified candidate

Candidates need to apply on line at www.esc-cc.org, Employment Link, Current Opportunities. Criminal background check and ODE educational aide permit required.
Minimum Qualifications:
 
1. High school diploma.
2. Ability to obtain the appropriate permit from the State of Ohio.
3. Prior experience working in an educational classroom setting.
4. Demonstrated aptitude for the tasks involved.
5. Be courteous, tactful and understanding of young people
6. Desire, ability, and patience to assist and work with students with special needs in a learning environment on a day-to-day basis.
7. Interest in children and education.
8. Capable of dealing with confidential student records.
9.  FBI/BCI background check required 
 

Candidates will be contacted by Cuyahoga Heights Local Schools to schedule interviews.

 

 




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Openings as of 3/30/2025

Educational Aide (Recess)

JobID: 3558

Position Type:
  Student Support Services/Para-Professional (Educational Aide)


Date Posted:
  1/14/2025


Location:
  Independence Local School District


Date Available:
  ASAP


Closing Date:
  Until Filled


District:
  Independence Local Schools
  Additional Information:  Show/Hide
Independence Local Schools
Classified Position Available
2024-2025 School Year
Educational Aide - Recess - 2.5 hours/daily
 
Recess Aide
Job Description:
This position provides assistance and supervision for children during recess and in the classroom setting to ensure a positive and safe environment.

Preferences:
• Experience supervising student’s K-4th grades
• Skilled in maintaining a collaborative environment
Interpersonal Skills:
• Compassion for children
• Works well with others
• Exemplary Work Ethic
Qualifications:
• High School diploma or general education degree (GED)
• Ohio Educational Aide Certificate (apply through ODE)
• Background check required 
Required Knowledge, Skills, and Abilities:
• Ability to work effectively with others
• Effective, active listening skills
• Organizational and problem solving skills
• Patience and understanding 
Preferred Skills:
• Student Supervision
• Clerical Experience
• Computer use
Application Deadline:  Until Filled

Contact Information:  TJ Ebert, Principal at
Contact Email:  tebert@independence.k12.oh.us
Contact Phone:  216-642-5870

 

 




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Openings as of 3/30/2025

Paraprofessional

JobID: 3661

Position Type:
  Student Support Services/Para-Professional (Educational Aide)


Date Posted:
  2/25/2025


Location:
  Richmond Heights Local Schools


Date Available:
  August 2025


Closing Date:
  Until Filled


District:
  ESC
  Additional Information:  Show/Hide
The Educational Service Center of Northeast Ohio (ESCNEO) is seeking interested and qualified candidates for full time Educational Para-Professional position assigned to Richmond Heights Local Schools for the 2025-2026 school year.

Candidates will be contacted by the Richmond Hts.staff to schedule interviews.

PARAPROFESSIONAL JOB DESCRIPTION

BASIC FUNCTION/PURPOSE:
To assist, support, and work closely with teachers, administrators, and other team members in providing a quality instructional program to continuously improve student achievement.

DUTIES AND RESPONSIBILITIES:
? Effectively observes assigned work hours.
? Maintains a pattern of prompt and regular attendance.
? Follows the daily schedule as prescribed.
? Adjusts to work assignments and/or schedule changes.
? Works with individual students or small groups of students to reinforce learning of materials or skills initially introduced and outlined by the teacher.
? Provides extra assistance to students with exceptionalities.
? Assists as directed by the supervising teacher in the effort to successfully maintain students with special needs in an integrated setting, as determined by the IEP team.
? Assists the teacher in preparing materials and equipment for direct instructional activity, including locating, copying, collating, distributing and/or grouping materials to support instructional activities planned by the teacher.
? Assists students with behavioral needs.
? Assists identified students with transporting materials or supplies as needed.
? Assists identified students with specific personal and physical needs.
? Assists with bulletin boards and decorations for instructional purposes and for special events.
? Supervises students in classrooms, hallways, cafeterias, school yards, and gymnasiums, or on field trips.
? Communicates clearly and positively with students and all stakeholders.
? Performs assigned non-instructional classroom duties, such as snack time, toileting, class change and clothing routines.
? Serves as a source of information and assists any substitute teacher assigned to the class.
? Attends staff meetings, and serves on committees as required.
? Performs other duties as assigned by the supervising teacher, Principal or his/her designee.

Appropriate permit and criminal background check required. Candidates must be eligible to obtain certification through the Ohio Department of Education.
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Openings as of 3/30/2025

School Psychologist Intern for 2025-2026

JobID: 3664

Position Type:
  Student Support Services/Psychologist


Date Posted:
  3/10/2025


Location:
  Educational Service Center of Northeast Ohio


Date Available:
  August 2025


Closing Date:
  05/15/2025


District:
  ESC
  Additional Information:  Show/Hide
Reports to:          School Psychologist and College/University Academic Advisor
 
Job Objective:     Performs practicum school psychologist duties under the direct supervision of service center, school district and college/university supervisors.
 
Minimum Qualifications:
• Completion of all prerequisite requirements established by the service center, school district and the college/university.
• Maintains a record free of criminal violations that would prohibit public school employment.
• Meets all mandated health screening requirements.
• Complies with drug-free workplace rules and board policies.
• Adheres to Licensure Code of Professional Conduct for Ohio Educators.
• Promotes the proper use, care and security of school property.  Reports discipline problems, vandalism, equipment malfunctions and other concerns.
• Embodies high ethical standards and integrity.  Accepts responsibility for decisions and conduct.
• Ability to establish working relationships with co-workers and function as part of a cohesive team.
• Commitment to keep current with workplace innovations that enhance personal productivity.
 
Essential Functions:
(The following are typical work responsibilities.  A reasonable accommodation may be made to enable a qualified individual with a disability to perform essential functions.)
 
• Reports suspected child abuse and/or neglect to supervisor and/or civil authorities as required by law.
• Advances the professional image of the service center and affiliated school districts.  Strives to serve as a positive role model for others.
• Works toward mastery of school psychology competencies delineated by service center, district and college/university academic advisors.  Performs duties in compliance with applicable state standards, service center, district and college/university requirements.
• Prepares a written summary of work completed as directed.  Makes supervisors aware of concerns or problems encountered.  Consults with supervisors as needed to resolve concerns about education laws, rules, regulations, board policies, administrative and/or building procedures.
• Advances the professional image of the service center and affiliated school districts.  Maintains open/effective communication.  Uses problem-solving techniques to tactfully address concerns.
• Upholds board policies and follows administrative guidelines/procedures.  Refers service center policy interpretation inquiries to administrators.
• Communicates expectations, provides guidance, and shows an active interest in student progress.  Helps parents/students understand program objectives and performance standards.
• Helps students identify and make use of supplemental instructional/media resources.
• Encourages self-reliance, problem-solving, critical-thinking, creativity and performance skills.
• Maintains a positive learning environment.  Facilitates student learning activities that encourage collaboration and positive peer relationships.
• Works cooperatively with teachers to enhance student learning.  Collaborates with the supervising school psychologist and supporting staff to plan and implement student interventions.
• Participates in the evaluation/re-evaluation of students identified or suspected of having a disability under the supervision of supervising school psychologist.
• Helps prepare crisis response plans to address aggressive student behavior as directed.
• Consults with parents as directed (e.g., phone calls, E-mail, written notes, meetings, etc.).
• Consults with support personnel and families to address student concerns (e.g., academic difficulties, excessive absences, behavior mental/physical health, family/peer relations, etc.).
• Facilitates opportunities for students with disabilities to participate in an inclusive educational environment.  Implements behavior management and/or prescribed medical plans when required.
• Promotes the proper care and use of school property.  Ensures that all materials are stored properly.  Works with staff/students to address equipment safety/security.
• Maintains complete and accurate records.  Submits required paperwork on time.
• Maintains the confidentiality of privileged information.
• Upholds the student conduct code.  Implements effective pupil management procedures.  Provides appropriate student supervision.
• Takes precautions to ensure safety.  Watches for conduct/situations that may indicate a problem.  Works with supervisors to manage or eliminate risk factors.
• Reports suspected child abuse and/or neglect to civil authorities as required by law.
• Participates in staff meetings, conferences, and other school activities as directed.
• Strives to develop rapport and serve as a positive role model for others.
• Helps students understand and embrace ethical conduct and democratic values.
• Maintains a professional appearance.  Wears work attire appropriate for the position.
• Provides prompt notification of delays or absences.
• Performs other specific job-related duties as directed.
 
Abilities Required:
(The following personal characteristics and skills are important for the successful performance of assigned duties.)
 
• Acts in accordance with the professional code of ethics.
• Anticipates time constraints.  Manages tasks efficiently to meet deadlines.
• Averts problem situations and intervenes to resolve conflicts.
• Demonstrates professionalism and contributes to a positive work/learning environment.
• Effectively uses active listening, observation, reading, verbal, nonverbal and writing skills.
• Exhibits consistency, resourcefulness and resilience.
• Interprets information accurately and initiates effective responses.
• Maintains an acceptable attendance record and is punctual.
• Values diversity.  Skillfully manages individual, group and organizational interactions.
• Uses diplomacy and exercises self-control when dealing with other individuals.
• Ability to physically assist students with disabilities (e.g., mobility, transferring, positioning, etc.).  Lift minimum fifty (50) pounds.  Help incorporate assigned therapy activities into the daily schedule (e.g., standing frames, braces, changing, stretching, speech assistance, exercises, etc.).
• Ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model.  Physical interventions are low in frequency but require intense physical exertion.  The object is to safely control/maintain a struggling and aggressive young person ranging from 50-250+ pounds.  Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting and holding.
 
Working Conditions:
(Promotes safety and exercises caution and complies with safety regulations and service center policies/procedures when involved in the following situations/conditions.)
• Reports misconduct or violations of policy and procedures to direct supervisor and/or administrator.
• Exposure to blood-borne pathogens and communicable diseases.
• Risk of exposure to air-borne particulates, chemical irritants, combustible materials, electrical hazards, equipment vibrations, noises and odors.  Exposure to wet or slippery surfaces.
• Exposure to adverse weather conditions and temperature extremes.
• Balancing, bending, crouching, kneeling, reaching, and standing.
• Interactions with aggressive, disruptive, and/or unruly individuals.
• Lifting, carrying, and moving work-related supplies/equipment.
• Operating and/or riding in a vehicle.
• Traveling to meetings and work assignments.
Performance Evaluation:
 
Job performance is evaluated according to policy provisions and contractual agreements adopted by the Educational Service Center of Northeast Ohio.
 
The Educational Service Center of Northeast Ohio is an equal opportunity employer. This job description identifies general responsibilities and is not intended to be a complete list of all duties. It is understood that the employee will also perform reasonable, related duties if requested by an immediate supervisor or other management staff. This document is subject to change in response to student demographics, staffing factors, funding variables, modified operating procedures, program/curriculum changes, and unforeseen events. The employee is expected to follow all policies and procedures in accordance with the agency’s and district assignment or department.
 

 


Attachment(s):
• Job Description



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Openings as of 3/30/2025

School Psychologist

JobID: 3669

Position Type:
  Student Support Services/Psychologist


Date Posted:
  3/20/2025


Location:
  Mayfield City Schools


Date Available:
  08/01/2025


Closing Date:
  Until Filled


District:
  ESC
  Additional Information:  Show/Hide
Title:  SCHOOL PSYCHOLOGIST (Full Time)
 
Employment Status:  FULL TIME  Day Employment Contract 2025 - 2026 school year
 
The position offers candidates a competitive salary, STRS contribution, and fringe benefit package.
 
Candidates must apply on line at www.escneo.org , Employment Link, Current Opportunities and also possess an Ohio Board of Psychology license and criminal background check.
 
Interviews will be scheduled by Mayfield City Schools, Central Office personnel from submitted applications on Applitrack.
 
Job Objective:  

Serve the district as a leader in data-based decision making, problem solving, research, and best practices in the fields of education, disabilities, school psychology, mental health, and child development.  The lead psychologist would be working with other district leaders (e.g., directors, supervisors, coaches) toward district goals of student academic achievement and mental wellness in addition to completing assessments, multi-factored evaluations, and consultation regarding individual students consistent with state mandated requirements.
 
Minimum Qualifications
• Master’s degree in school psychology
• Valid certificate for the position
• Experience working with students with disabilities and students with significant academic and behavioral needs
• Experience providing staff development in areas of academic and behavioral intervention
• Experience working with students with mental health and behavioral needs in systems (e.g., districts, private schools, alternative schools, court placements, children and family services)
• Experience working with diverse populations (e.g., socio-economic, academic, special needs)
• Experience with closing achievement gaps (e.g., data collection, interventions implemented)
• Experience working with larger systems (e.g., districts, ESCs, consortia, etc.) to effect change for student achievement (academic, behavioral, social, independent living skills) preferred
• Knowledge and application of current research methodology and best practices for academic, social, and behavioral intervention for students with significant needs (both general and special education populations)
• Knowledge of restorative practices and alternatives to discipline
• Knowledge and skills in data collection and analysis from individual student data to larger systemic data (e.g., teams, buildings, district) preferred
• Knowledge of universal screening in social-emotional learning and early reading and math literacy preferred
• Communicates accurately and effectively, both written and orally, to individuals, teams, staffs, and communities
• Collaborates with teams, agencies, and colleagues within school system, school community, surrounding cities, and counties
 
Essential Functions                                                                                                                    
• Works with district team to:
  • develop primary, secondary and tertiary prevention programs in such areas as dropout prevention, bullying, school violence, and school safety
  • develop and provide district training, consultation, program development, and program evaluation for behavioral intervention (e.g., Positive Behavioral Interventions and Supports (PBIS) for all tiers, crisis intervention/ response training, Youth Mental Health First Aid) for district, buildings, and teams as necessary per district goals and department needs, including receiving training and updates as necessary
  • provide consultation, program development, and program evaluation in areas of academic achievement, mental health/ wellness, social-emotional development with focus on prevention and early intervention
• Provides ongoing staff training based upon current research and best practices in areas of academic, behavioral, and social intervention
• Provide ongoing consultation to district, buildings, and teams regarding alternatives to suspension and restorative practices, including program recommendations, development, and evaluation
• Evaluates and synthesizes research as a foundation for effective service delivery
• Collects, analyzes, and interprets evaluation and intervention data for district at large to make program recommendations and program development for closing achievement gaps for students with greatest needs (special education and general education populations), including analysis of identification of disabilities (e.g., criteria,
• Participates in the planning, implementation and evaluation of the effectiveness of school based intervention plans--from individual student level to building level,  including early intervention and prevention programs (e.g., programs to address bullying, school violence, and school safety; utilize positive behavioral supports (classroom structure and systems, behavior management techniques, and learning environment design) effectively; programs to address academic skill deficits)
• Identify diverse cultural issues, situations, and other factors that influence family, school, and community interactions and address such issues when developing and providing services.            
 
• Coordinates the Evaluation Team Report (ETR) process, including connection to the IEP process
• Completes screening and observations of students, within the differentiated referral system process (e.g., preschool/ kindergarten screening, individual students, etc.)
• Coordinates manifestation determination reviews and functional behavioral assessments.
• Provides consultation and assistance to parents and families to address student concerns
                                                           
Expectations, Skills & Abilities                                                                         
• Complete assigned duties competently and within expected time frames.      
• Utilize safe work practices for self and others.
• Demonstrate word processing skills and program navigation skills.     
• Participate (and pass requirements where applicable) in all required trainings,         
• Participates in staff development activities, parent conferences, team meetings, and staff meetings as scheduled or assigned.                                 
• Ability to work respectfully with a culturally diverse population of students and staff.   
• Adhere to district and applicable ESC policies and procedures.                                                                                  
Abilities Required
The following personal characteristics and skills are important for the successful performance of assigned duties:
• Acts in accordance with the professional code of ethics.
• Anticipates time constraints.  
• Manages tasks efficiently to meet deadlines.
• Averts problem situations and intervenes to resolve conflicts.
• Demonstrates professionalism and contributes to a positive work/learning environment.
• Effectively uses active listening, observation, reading, verbal, nonverbal, and writing skills.
• Exhibits consistency, resourcefulness, and resilience.
• Interprets information accurately and initiates effective responses.
• Maintains an acceptable attendance record and is punctual.
• Values diversity.  Skillfully manages individual, group, and organizational interactions,
• Uses diplomacy and exercises self-control when dealing with other individuals.
Working Conditions         
To promote safety, employees are expected to exercise caution and comply with safety regulations and service center policies/procedures when involved in the following situations/conditions.
• Balancing, bending, crouching, kneeling, reaching, and standing.
• Exposure to adverse weather conditions and temperature extremes.
• Exposure to blood-borne pathogens and communicable diseases.
• Interactions with aggressive, disruptive, and/or unruly individuals.
• Lifting, carrying, and moving work-related supplies/equipment.
• Operating and/or riding in a vehicle.
• Traveling to meetings and work assignments.
 
Performance Evaluation 
Job performance is evaluated according to policy provisions and contractual agreements adopted by the Educational Service Center of Northeast Ohio
 
The Educational Service Center of Northeast Ohio is an equal opportunity employer.  This job description identifies general responsibilities and is not intended to be a complete list of all duties.  This document is subject to change in response to student demographics, staffing factors, funding variables, modified operating procedures, program/curriculum changes, and unforeseen events.




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Openings as of 3/30/2025

Youth In-Home Therapist (Licensed) **$5000 Sign On Bonus***

JobID: 3134

Position Type:
  Student Support Services/Social Worker


Date Posted:
  4/27/2022


Location:
  PEP Connections


District:
  Positive Education Program
  Additional Information:  Show/Hide

$5000 Sign-on bonus!!!
 
Job purpose
 
Provide Intensive Home Based Treatment (IHBT) services to children or adolescents and their families. IHBT is an integrative comprehensive mental health service comprising of crisis response, therapy, and other social services with the goal of either preventing out-of-home placement or facilitating a successful transition back to home.
 
Duties and responsibilities
 
• Align practice and work with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model®, the Neurosequential Model, and the Re-ED philosophy.
• Utilize a Wraparound approach in service delivery and promote alignment of practice with wraparound values.
• Work collaboratively with external and intra-agency practitioners, parents, and other supports to achieve the best possible outcomes for every client utilizing the IHBT model.
• Utilize the Intensive Home-Based Treatment Fidelity Rating Tool to determine the level of intensity and service(s) needed.
• Provide clinically indicated safety planning as indicated by the safety assessment.
• Utilize the strength-based treatment assessment and treatment planning criteria as noted in the fidelity rating tool.
• Utilize the IHBT continuing care planning criteria to determine the level of involvement and/or linkages to formal supports and resources.
• Responsible for the vital interests of the client and family by maintaining a working knowledge of ecological/community resources.
• Assist with assessing, managing, and resolving criss with clients and their families, which require 24/7 on-call responsibilities.
• Empower the client and family by enhancing their ability to identify areas of need and seek out and negotiate appropriate resources as they move toward greater independence.
• Assist the child and significant members of the ecology in developing intervention strategies to improve behavior management, communication skills, social skills, and life management skills.
• Complete and maintain all required paperwork in a timely fashion in accordance with PEP policy and procedures.
• Transport clients, as needed, to facilitate treatment for scheduled appointments or in crisis situations.
• Complete assigned duties competently and within expected time frames.
• Utilize safe work practices for self and others.
• Maintain professional licensure, if applicable.
• Demonstrate word processing skills and program navigation skills.
• Utilize knowledge of clients in treatment planning.
• Participate (and pass requirements where applicable) in all required trainings, including but not limited to Vehicle Safety, First Aid, CPR, Blood Born Pathogens, Therapeutic Crisis Intervention, and Standards of Practice.
• Participate in staff development activities, team meetings, and staff meetings as scheduled or assigned.
• As a representative of the agency and profession, present yourself with decorum and in dress that is appropriate to the day’s activities.
• Ability to work respectfully with culturally diverse populations.
• Display professionalism and team-oriented attitudes.
• Ability to be well organized and utilize effective time management skills.
• Adhere to PEP policies and procedures
 
Qualifications
 
• Bachelor’s or Master’s degree with mental health licensure in counseling, social work, or therapy.
• Knowledge and understanding of mental health diagnoses, symptomatology, and treatment programming of children/youth.
• Flexible work schedule with availability to provide services during nontraditional work hours, accommodating client/family needs.
• Experience working with behaviorally/emotionally challenged children/youth and knowledge to address transitional needs for ages 16-22.
• Knowledge and understanding of trauma-informed psychotherapeutic practices.
• Knowledge and understanding of the Intensive Home-Based Treatment Fidelity Rating Tool.
• Communicate accurately and effectively, both written and orally.
• Demonstrate effective decision-making skills and utilize good judgment.
• Knowledge of mental health services in the community.
• Work professionally, effectively, and collaboratively with others.





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Openings as of 3/30/2025

Family Resource Coordinator

JobID: 3397

Position Type:
  Student Support Services/Social Worker


Date Posted:
  6/30/2023


Location:
  Lakewood City Schools


Date Available:
  08/07/2023


Closing Date:
  07/21/2023


District:
  ESC
  Additional Information:  Show/Hide
Lakewood City Schools is seeking interested and qualified candidates for a Family Resource Coordinator vacancy for 2023-2024 school year.
 
 
TITLE OF POSITION:                   Family Resource Coordinator
 
LENGTH OF SERVICE:                 Hours per week vary – Determination by Director of Special Programs, Director of Student Services, Building Principal
                                                                                                           
QUALIFICATIONS:                        Social Work License
                                                            College degree in related field (ODE permit required)
 
RESPONSIBLE TO:                        Building Principal/Director of Student Services/
Director of Special Programs
 
GENERAL RESPONSIBILITIES: Support building parent involvement policies. Act as a  
                                                            liaison between faculty and parents. Assist with ECSE
                                                            Parent Involvement compliance. Promote a positive
                                                            public relations image. Follow adopted board policies.                                                                                          
 
SPECIFIC DUTIES:
1. Develop and oversee Parent Involvement & Community Involvement programs in school buildings.
   1. Respond to requests for assistance from staff, administrators and parents
   2. Assist as member of the crisis team crisis by assessing the situation and implementing interventions as a team member
   3. Participate on problem solving teams
   4. Support  case management when appropriate
   5. Make home visits when needed
2. Create an atmosphere which generates a comfort level for parents in the school building through activities which may include monthly meetings, phone calls, and home visits.
 
3. Provides informational programs on topics of interest based on parent suggestions.
 
4. Connect parents with community resources, including social service organizations.
 
5. Improve parent/child connections by assisting with various activities which may include family educational classes, cultural integration efforts, family activity nights, etc.
 
6. Collaborate with staff on the functioning of a parent/community volunteer program  in buildings.
 
7. Support PTA/PTO and other community/parent efforts within each building.
 
8. Work in cooperation with other district and city personnel to assist families.
 
9. Maintain documentation of all parent education or involvement activities
 
     10.  Support students during early release hours.
 




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Openings as of 3/30/2025

Speech and Language Pathologist

JobID: 3540

Position Type:
  Student Support Services/Speech and Language Pathologist


Date Posted:
  5/13/2024


Location:
  Warrensville Heights City Schools


Date Available:
  08/12/2024


Closing Date:
  06/14/2024


District:
  ESC
  Additional Information:  Show/Hide
Full Time Speech and Language Pathologist: Warrensville Heights City Schools 2024-2025

The Educational Service Center of Northeast Ohio  is seeking interested and qualified candidates for a full time Speech and Language Pathologist position assigned to Warrensville Heights City Schools for the 2024-2025 school year.

Candidates will be contacted by Warrensville Hts to schedule interviews.

Candidates are required to apply on line at www.escneo.org, Employment Link, Current Opportunities.

Appropriate ODE license and criminal background check required.

A competitive salary will be offered to the best qualified candidate.
 
Description:   
 
Develop and implement a direct plan of intervention for students in need of special instruction in speech and language. Provide diagnostic and evaluation services for students with special speech and language needs.  Conduct on-site with district/building personnel in the design of appropriate evaluation techniques and instructional programs for these students including the use of technology.  Provide consultation/technical assistance to school personnel and families. Provide in-service, where applicable, to pertinent personnel, administrators, and parents regarding the education of students.  Participate in external and internal task forces, committees or groups examining issues, services or programs for students with special needs.  Identify, through appropriate screening procedures, students who need special instruction/intervention in speech and language.

Qualifications:
• Must have appropriate, valid certification or license to practice speech/language therapy as recognized by the Ohio Department of Education.
• Specific skills in delivery of speech/language therapy services.
• Specific skills and experience in assessment and evaluation of students in need of speech/language therapy and translation of results in individualized plans in collaboration with the educational team.
• Basic minimal skill in use of sign language or finger spelling.
• Possess a scholarly competence in the structure and content of special education programs in addition to related State and Federal policies, procedures, and laws. 





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Openings as of 3/30/2025

Speech and Language Pathologist

JobID: 3587

Position Type:
  Student Support Services/Speech and Language Pathologist


Date Posted:
  7/30/2024


Location:
  Richmond Heights Local Schools


Date Available:
  09/03/2024


Closing Date:
  08/23/2024


District:
  ESC
  Additional Information:  Show/Hide
Part Time Speech and Language Pathologist: Richmond Heights City Schools 2024-2025

The Educational Service Center of Northeast Ohio  is seeking interested and qualified candidates for a part time Speech and Language Pathologist position assigned to Warrensville Heights City Schools for the 2024-2025 school year.

Candidates will be contacted by Warrensville Hts to schedule interviews.

Candidates are required to apply on line at www.escneo.org, Employment Link, Current Opportunities.

Appropriate ODE license and criminal background check required.

A competitive salary will be offered to the best qualified candidate.
 
Description:   
 
Develop and implement a direct plan of intervention for students in need of special instruction in speech and language. Provide diagnostic and evaluation services for students with special speech and language needs.  Conduct on-site with district/building personnel in the design of appropriate evaluation techniques and instructional programs for these students including the use of technology.  Provide consultation/technical assistance to school personnel and families. Provide in-service, where applicable, to pertinent personnel, administrators, and parents regarding the education of students.  Participate in external and internal task forces, committees or groups examining issues, services or programs for students with special needs.  Identify, through appropriate screening procedures, students who need special instruction/intervention in speech and language.

Qualifications:
• Must have appropriate, valid certification or license to practice speech/language therapy as recognized by the Ohio Department of Education.
• Specific skills in delivery of speech/language therapy services.
• Specific skills and experience in assessment and evaluation of students in need of speech/language therapy and translation of results in individualized plans in collaboration with the educational team.
• Basic minimal skill in use of sign language or finger spelling.
• Possess a scholarly competence in the structure and content of special education programs in addition to related State and Federal policies, procedures, and laws. 





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Openings as of 3/30/2025

School-Based Speech/Language Pathologist

JobID: 3631

Position Type:
  Student Support Services/Speech and Language Pathologist


Date Posted:
  11/15/2024


Location:
  Brooklyn City Schools


Date Available:
  01/06/2025


Closing Date:
  12/13/2024


District:
  ESC
  Additional Information:  Show/Hide

The Educational Service Center of Northeast Ohio is seeking interested and qualified candidates for a part time qualified School Speech/Language Pathologist for Brooklyn City Schools  for the 2024-2025 school year.
Part-time Preschool Itinerant Speech/Language Pathologist Vacancy

Brooklyn City Schools

$35/hour

Up to 240 hours for the remainder of the 2024-25 school year

Job duties:
Provide Itinerant services to preschool students, Medicaid billing, ETR testing and report writing
Candidates must apply on line at www.escneo.org, possess an ODE license and criminal background check are required.
 
Brooklyn City Schools administrative offices will be scheduling interviews for applicants from the online, Applitrack pool of candidates only.





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Openings as of 3/30/2025

TESOL TEACHER

JobID: 3619

Position Type:
  Student Support Services/TESOL Teacher


Date Posted:
  10/2/2024


Location:
  Garfield Heights City Schools


Date Available:
  11/18/2024


Closing Date:
  11/01/2024


District:
  ESC
  Additional Information:  Show/Hide

The Educational Service Center of Northeast Ohio is seeking interested and qualified candidates for a full time qualified teacher/educator to teach ELL/English as a Second Language to Elementary through High School aged students for the Garfield Heights City Schools  for the 2024-2025 school year.

The ELL teaching assignment may include direct instruction with students whose English is Limited, consult and collaboration with grade and department school building teachers, ability to work cooperatively in multiple school buildings, administration of English language screening tools, provide modifications for statewide assessments and strong communication to connect with parents/guardians.Major focus to deliver research based, effective instructional practices to positively impact student achievement in reading, writing and English language acquisition and acclimatization to the school community.

A minimum five days per week, 6 hour + position offers candidates a competitive salary and retirement contribution and medical, denatl vision, life insurance compensation package.

Candidates must possess experience with ESL/ELL students and teaching English acquisition or be able to demonstrate a vast knowledge and the teaching skills needed to effectively work with students to acquire the English language and reading literacy. 
 
Candidates must apply on line at www.escneo.org, possess an ODE Teaching English to Speakers of Other Languages (TESOL) license and criminal background check are required.
 
Garfield Heights City Schools administrative offices will be scheduling interviews for applicants from the online, Applitrack pool of candidates only.





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Openings as of 3/30/2025

Teacher of Students with Visual Impairments

JobID: 3642

Position Type:
  Student Support Services/Visually Impaired


Date Posted:
  3/18/2025


Location:
  Educational Service Center of Northeast Ohio


Date Available:
  08/11/2025


Closing Date:
  05/01/2025


District:
  ESC
  Additional Information:  Show/Hide

The Educational Service Center of Northeast Ohio  is seeking interested and qualified candidates for an Intervention Specialist (Visual Impairments) teaching position for the 2025 - 2026 school year, providing specialized instruction 1:1 and small group intervention in a general educational setting in a school district in Northeast Ohio.
 
 
The Intervention Specialist Teaching position is providing intensive intervention to student (s) who are visually impaired or blind with educational needs who attend their home district school building throughout the northeast Ohio region.

Experience of or knowledge base/skill set to deliver direct instruction to students and technical assistance/consulting to school personnel regarding students with visual impairments or blindness.

The assignment is full time employment (185 day) for 2025 - 2026 school year.
 
The position offers candidates a competitive salary and fringe benefit compensation package.
 
Candidates must apply on line at www.escneo.org, possess an Intervention Specialist license for Visual Impairments, criminal background, reliable transportation and can be available for work upon employment.
 
ESC of Northeast Ohio Central office will schedule candidates for interviews.





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Openings as of 3/30/2025

Registered Behavior Technician

JobID: 3539

Position Type:
  Support Staff/Mental Health/Behavior Assistant


Date Posted:
  7/24/2024


Location:
  Euclid City Schools


Date Available:
  08/26/2024


Closing Date:
  Until Filled


District:
  ESC
  Additional Information:  Show/Hide
  Euclid City Schools 2024-2025 School Year

 Position:        Registered Behavior Technicians (RBT)

 Assignment:    Full Time 185 Day Contract (prorated)  7 hours daily depending upon experience

Reports to:        Euclid City Schools: Director of Student Services/Principal/BCBA
 
Employment Status:        Regular
 
FLSA Status:        Non-exempt
 
Description: Responsible for providing skills instruction and behavior reduction protocols based upon the principles of Applied Behavior Analysis to children with autism, serious emotional disabilities and other developmental disabilities in the school setting. The RBT will work under the direction of a BCBA (Board Certified Behavior Analyst).
 
NOTE:   The below lists are not ranked in order of importance
 
Essential Functions:
• Provide direct student instruction, and assist staff with implementation, in one-on-one and group settings utilizing a combination of intensive teaching and natural environment teaching arrangements. 
• Follow prescribed behavior skills acquisition and behavior change protocols. 
• Assist with preparing materials as necessary. 
• Collect, record and summarize data on observable student behavior. 
• Assist with skill acquisition and behavioral assessments. 
• Collect data on all programming. 
• Document interventions, progress data, session notes 
• Assist with staff training of student’s individualized treatment and behavior change protocols, through direct teaching, modeling and fidelity checks.
•  Immediately report to BCBA any student incidents/variances or complaints. 
• Communicate with staff regarding student progress as instructed by the BCBA. 
• Collaborate with school teams and attend IEP meetings as necessary. 
• Participate in in-service programs and present in-service programs as assigned.
• Read and implement a BIP for a variety of students, sometimes without warning.
• Ability to remain professional and react quickly/efficiently in high-stress situations
• Perform other duties as assigned.
• Collaborate with classroom teacher about individual student needs and requirements which may include IEP goals
• Maintain respect at all times for confidential information
• Interact in a positive manner with staff, students and parents
• Provides escort and mobility assistance to student when necessary.
• Maintain and improve professional competence by attending professional growth seminars, workshops, etc.
 
Licenses, Certificates, and Qualifications:
•      High school diploma or general education degree (GED)
•      Current Registered Behavior Technician (RBT) certification required
•      Associate's or Bachelor’s Degree in Psychology, Education, Special Education, or related field preferred
•      Two year’s experience working with students with behavior challenges preferred
 
Required Knowledge, Skills, and Abilities:
•      Fluent in the basic principals of Applied Behavior Analysis (ABA)
•      Ability to work effectively with others
•      Ability to communicate ideas and directives clearly and effectively both orally and in writing
•      Effective, active listening skills
•      Organizational and problem solving skills
•      Basic computer skills
•      Ability to be flexible and adaptable to changing situations
•      Student management skills
•      Basic first aid
•      Attend work and arrive in a timely manner
 
Additional Working Conditions
•      Frequent interaction among children struggling to maintain age appropriate school behavior
•      Occasional high stress situations
•      Occasional exposure to blood, bodily fluids and tissue
•      Occasional operation of a vehicle under inclement weather conditions, i.e., being prepared to come to school on all scheduled work days, except calamity days
•      Occasional requirement to travel
•      Frequent and regular requirement to sit, stand, walk, talk, hear, see, read, speak, reach, stretch with hands and arms, crouch, climb, kneel, and stoop
•      Occasional requirement to carry, lift, push and pull items up to a maximum of 50 pounds
 
Certificates
Registered Behavioral Technician (RBT) Certificate
ODE Educational Aide Permit
 
Continuing Educ./Training                                                            Clearances
Public School Works annually as directed by BOE                      Fingerprint/Background Clearance
Ongoing RBT certification requirements




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Openings as of 3/30/2025

Copy Of Board Certified Behavior Analyst (BCBA)

JobID: 3668

Position Type:
  Support Staff/Mental Health/Behavior Assistant


Date Posted:
  3/20/2025


Location:
  Parma City Schools


Date Available:
  As soon as possible


Closing Date:
  Until Filled


District:
  ESC
  Additional Information:  Show/Hide

Parma City School District for 2024-2025 School Year
 Full-Time Board Certified Behavior Analysts (BCBA) 
                                               
 
Title:                            Board Certified Behavior Analyst (BCBA)
Reports To:                 Director of Exceptional Children
Employment Status:  Full Time 195 days (Certified Calendar)
FLSA Status:              Exempt
 
 
Qualifications:          
1. Valid driver's license.
2. Appropriate Ohio Educational License through the Ohio Department of Education
3.  Appropriate Board Certified Behavioral Analyst License.
4. Demonstrates a sincere desire to aid all students.
5. Good health, high moral character, and good attendance record.
6. Physical demands described herein are representative of those that must be met by an employee to successfully perform the essential job functions.  While performing the duties of this job, the employee is regularly required to sit, use hands to finger, handle, kneel, crouch, or crawl; lift up to 50 lbs. Specific vision abilities required of this job include close vision, distance vision and the ability to adjust focus.
7. Shall meet requirements for employment governed by federal and state laws i.e., BCI&I and FBI check.  
8. Expectations include ability to read, analyze, interpret assessments and reports, write compliance reports, and professional correspondence, effectively present information and respond to administration, students, families and the general public.
 
General Description:  Assesses, coordinates, and implements behavior analysis services and behavior interventions plans for general education and special education students with complex/less involved and/or severe/predictable behaviors in enrolled  educational programs; Provides support and professional learning opportunities to Parma City Schools staff, and parents/guardians in the appropriate use of behavior analysis methodologies and intervention techniques; Conducts assessments and develops plans that conform to IDEA, Ohio law and regulations and the Behavior Analyst Certification Board.
1.  Maintains professional ethical standards and complies with ESC and school assignment policies and procedures.
2.    Provide and help develop behavioral services at all three RTI Tier levels.
3.    Develops professional development opportunities, materials, and provides resources for administrators, educators, paraprofessionals, and other support  staff of Applied Behavior Analysis (ABA), Crisis Prevention Institute (CPI) and/or other evidenced based methodologies related to addressing the needs of students with behavioral challenges in accordance to federal/state/IDEA laws and regulations. 
4.     Observes and gathers data for administration of Functional Behavior Assessments (FBA) and implementation of Behavioral Intervention Plans (BIP). Effectively develop plans as directed by data and assessments. 
5.  Creates and assists contracted district staff & ESC staff with the development and implementation of behavior intervention plans (BIP’s), ABA programs, and other appropriate programs for students with behavior/learning challenges.
6.  Provides direct intervention services to students who exhibit inappropriate behaviors and proves support and professional learning for staff who work with these students. May be directed by a Behavior Intervention Plan, Individualized Education Plan.
7.  Manage assaultive behaviors by using best practices and as a last resort, Nonviolent Crisis Intervention (CPI).
8.  Effectively provide clinical supervision of Registered Behavioral Technicians (RBT) as directed by the Behavior Analyst Certification Board.
9.  Attends county, district, and staff meetings (seminars, conferences, workshops, and so forth) as adopted in the district's calendar unless excused by the Director of Exceptional Services.
 
 
Other Duties and Responsibilities:
                1.             Serves as a role model for educators and students in how to conduct themselves as citizens and as responsible, intelligent human beings.             
                2.              Assist with successful student transitions for students who are transition to or from an alternative placement 
                3.              Collaborate with public and private agencies to offer recommendations and consultation that foster 
                                 appropriate social skills and prevent behaviors for the purpose of effective learning in the educational environment.
                4.             Shall perform such other duties as the governing board may assign/determine.
                5.             The employee shall remain free of any alcohol or nonprescribed controlled substance abuse in the workplace throughout his/her employment in the
                                County/District
                 6.             Observes Risk Reduction Safety Rules and Regulations of the E.S.C. of Northeast Ohio and Parma City School District, State, Federal OSHA laws and will be evaluated to the extent of compliance and implementation as an employee on such rules                                     and regulations for safety in the workplace while visiting such sites in line of work duties.
                                                                                           
ADDITIONAL WORKING CONDITIONS:

                1.             Occasional exposure to blood, bodily fluids, and tissue.
                2.             Occasional operation of a vehicle under inclement weather conditions.
                3.             Occasional interaction among unruly children.

SALARY:      Based upon qualifications
 
TO APPLY:   Only candidates who complete the Applitrack online Professional Application from our website:  www.escneo.org   (Human Resources Tab, Employment, Current Opportunities) will be considered.
 

 
The Educational Service Center of Northeast Ohio is an equal opportunity employer.




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Openings as of 3/30/2025

Network and Systems Administrator

JobID: 3665

Position Type:
  Technology


Date Posted:
  3/10/2025


Location:
  CONNECT


District:
  ESC
  Additional Information:  Show/Hide


Job Title: Network and Systems Administrator
 
Reports to: Director and/or Designee
 
FLSA Status: Exempt
 
Job Objective:
 
• Design, install, and maintain network and systems components that meet Connect and customer requirements.

• Provide technical support, recommend equipment upgrades, and administer software and system applications.
 
Minimum Qualifications:
 
• High school diploma. An Associate degree in a computer technology field is desired.

• Two years of experience in Data Communication Networking, TCP/IP, routing, local area networks, VoIP phone systems, wireless/WLAN maintenance, and troubleshooting workstation software/hardware.

• Valid CCENT (Cisco Certified Networking Technician) or CCNA (Cisco Certified Network Associate) desired.

• Proficiency in systems planning, hardware and software management, project management, and Microsoft 365 / Google Workspace..

• Experience with Help Desk System utilization is desired.

• Strong problem-solving skills, self-starter, and ability to work with minimum supervision.

• Availability to be "on-call" for periodic tasks outside of normal working hours.
 
Desired Technical Qualifications:
 
• Technical qualifications may be modified to address current or emerging program/staffing needs and assignments. Certification, training, and experience deemed appropriate may include:

   

  • Networking: TCP/IP, routing, switching, VoIP, WLAN

  • Server Operating Systems: Linux, Windows

  • Workstation Operating Systems: MAC OS, Windows, Chrome

  • Web Servers: IIS, Apache, Tomcat, OSU

  • Storage Systems: Storage Area Networks

  • DNS: Windows, Linux
 
Key Responsibilities:
 
• Design, install, and maintain network and systems components.

• Provide technical support to staff and students.

• Recommend equipment upgrades and enhancements to improve network and systems performance.

• Administer software and system applications.

• Ensure data security and confidentiality.

• Diagnose and resolve hardware and software issues.

• Coordinate procurement of hardware and software.

• Provide training and support to school personnel and students.

• Collaborate with vendors and service providers.

• Maintain accurate equipment inventory and network diagrams.

• Assist with ongoing projects, research, and recommend enhancements.

• Install and maintain WAN/LAN and systems.

• Design options to improve or upgrade school networks and systems.
 
Abilities Required:
 
• Efficient time management and task prioritization.

• Professionalism, contributing to a positive work environment.

• Effective communication skills (listening, observation, reading, verbal, nonverbal, and writing).

• Punctuality and an acceptable attendance record.

• Adaptability to interruptions and changing conditions.

• Ability to read, analyze, and interpret technical manuals and documentation.
 
Working Conditions (in a K-12 School Environment):
 
• Exposure to standard K-12 school conditions, including classrooms, offices, and outdoor areas.

• Interaction with students, staff, and faculty members.

• Use of a computer keyboard and monitor for prolonged periods.

• Participation in school events and activities as needed.

• Potential exposure to learning and educational environments.
 
Performance Evaluation: Job performance will be evaluated based on policy provisions and contractual agreements set by Connect.





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Openings as of 3/30/2025

Technology Support Specialist

JobID: 3666

Position Type:
  Technology


Date Posted:
  3/10/2025


Location:
  CONNECT


District:
  ESC
  Additional Information:  Show/Hide


Technology Support Specialist
 
We are seeking an individual to advance our organization working in our Independence and Elyria offices. Interested individuals must possess the following capabilities:  
 
• Energetic self-starter able to work with minimum supervision 
 
• Thorough with careful attention to details and effective customer-service 
 
• Demonstrated ability to conceptualize, evaluate, prioritize and solve complex technical problems independently 
 
• Ability to develop and maintain systems and network documentation 
 
• Experience in management and troubleshooting of a combined Windows/Linux/VMware infrastructure and domains 
 
• Ability to lead and evaluate purchasing efforts for new hardware and software purchases • Able to work in an interruption intense environment 
 
• Experience managing multiple computer lab environments simultaneously and best practices for maintenance 
 
• Motivated to learn new technologies as required to resolve issues as they are presented Additional Requirements 
 
• Ability to manage inventory 
 
• Create diagrams 
 
• Image Workstations 
 
• Troubleshoot workstations, network devices,software, printers, copiers, projectors, and monitors 
 
• Repair Chromebooks 
 
• Provide additional support as needed to Connect and its members 
 
• Linux experience is a plus 
 
• HS Diploma or GED 
 
• Pass Background Check 
 
• Pass random drug tests 
 
• Must possess valid driver license and reliable transportation 
 
• LIft up to 40 pounds solo. 
 
• Agree to Connect's Acceptable Use Policy 
 
• Agree to Connect's Security Policy 
 
• Oncall Availability 
 
The primary responsibility of the Technology Technician is to provide systems and network support to maintain and upgrade our internal infrastructure. This position requires solid troubleshooting skills as  well as technical leadership ability. Strong problem solving skills and the ability to work with minimal  supervision are required. 
 
Qualified candidates may submit resumes by email to jobs@ohconnect.org with Technology  Technician Position referenced in the subject. 





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Openings as of 3/30/2025

Tutor (Full Time): Olmsted Falls City Schools

JobID: 3438

Position Type:
  Tutors/Language Arts and/or Math


Date Posted:
  11/21/2023


Location:
  Olmsted Falls City Schools


Date Available:
  01/02/2024


Closing Date:
  12/15/2023


District:
  ESC
  Additional Information:  Show/Hide
Full Time Language Arts Tutor

The Educational Service Center of Northeast Ohio  is seeking interested and qualified candidates for a Full Time Tutor position assigned to Olmsted Falls City Schools for the 2023-2024 school year. Assignment Dates: January 2024 - April, 2024
 
• Full time, approximately 30+ hours per week depending on student needs
• Small group Just Words and Wilson Instruction 
• Target grades for Wilson and Just Words: 4-8, possible to work with some high school
• Tuesdays and Thursdays availability is preferred
• Preferred Wilson Certified training or Certified Language Therapist

Candidates will be contacted by the Olmsted Falls City Schools to schedule interviews.

Candidates are required to apply on line at www.escneo.org, Employment Link, Current Opportunities.

Appropriate ODE license and criminal background check required.

A competitive salary and fringe benefit package will be offered to the best qualified candidate




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Openings as of 3/30/2025

Ohio Reading Corps Volunteer with Stipend (North/Northeast Ohio)

JobID: 362

Position Type:
  Tutors/Reading Tutor


Date Posted:
  4/7/2024


Location:
  Educational Service Center of Northeast Ohio


Date Available:
  04/29/2024


Closing Date:
  04/26/2024


District:
  ESC
  Additional Information:  Show/Hide
                 
Date Available: 
  2022-23 School Year
  Position dates: September 1^st, 2022- May 31^st, 2023
 
 
Description:  
This is a 900 hour service/volunteer position with AmeriCorps, requiring 30 hours per week for 9 months.  Hours are mostly during the school day, approximately 8:30am-2:30pm Monday-Friday. 

After attending a series of trainings, Members will provide literacy intervention in small groups, or one-on-one, to elementary students (Grade K-3) who are struggling with literacy.  Each person is assigned to one school, where he/she will tutor a set group of students each day.  Members will receive a stipend payment of $945 per month, plus an Education Award of at least $3,247 (see below for details).  

The Ohio Reading Corps is an AmeriCorps program with 120 members across Ohio aimed at improving reading skills of students in grades K - 3 who are below proficient reading level but are not eligible for special education services.  The goal of the program is to have children reach proficient reading levels by providing one-on-one and small-group intervention targeting their specific needs as determined by data and teacher recommendation. 
Placements in schools will be made according to people’s interest/geographic location and district needs. Members will be placed in one of the following districts in Northeast Ohio:
Constellation Schools, Horizon Science Academy- Denison, Garfield Heights City Schools, East Cleveland City Schools, Noble Academy, Maple Heights City Schools and Wellington Village Schools.
*Must commit to minimum of 900 hours of service, which must be completed by May 31^st, 2023
Minimum Qualifications:
• Must be proficient in performing basic computer functions, including email
• Must have a vehicle 
• All members must complete background checks (State criminal, FBI, and NSOPW) prior to starting service.

Responsibilities and Essential Functions:
• Attitude and General Responsibilities
• Flexibility is critical, given the school setting
• Maintain a positive attitude toward children and staff
• Value diversity among children, including backgrounds, behaviors, and learning styles.
• Have a professional demeanor when interacting with teachers, parents, and administrators.
• Respect confidentiality of students, staff, and fellow AmeriCorps members.
• Support program staff, your supervisor, and administrative staff in duties as appropriate and necessary.
• Consult with your supervisor if you have any ideas, issues, or concerns, offering analysis and solutions whenever possible.
• Report any accidents, illness, sickness or signs of abuse or neglect to teacher / principal.
• Maintain excellent attendance and follow correct procedures according to grant protocol
   Program-specific duties
• Provide daily reading/writing intervention to approximately 20 children total, one-on-one or in small groups for 15-30 minutes per day, 3 days per week minimum per student
• Maintain a complete and accurate record of all project-related activities including student attendance and reading performance
• Communicate directly with teachers/coaches/supervisor regarding student performance
• Participate in ongoing training / professional development throughout the year
• Participate in community service activities on National Days of Service (min. 1 per year) 
• Monitor progress by administering assessments properly and according to schedule
• Complete all requirements stated in the AmeriCorps Member Agreement
   Citizenship training and responsibilities
• Participate in AmeriCorps training and events as required and requested by ServeOhio, Ohio’s Commission on Service and Volunteering. 
• Participate in and complete AmeriCorps citizenship training.
• Participate in community service activities.
   Program training
• Participate in a series of trainings at the Educational Service Center.
• Participate in training on specific strategies of reading instruction, reading assessments, and data entry/reporting provided by school districts.
• Participate in a series of online trainings provided by the Educational Service Center

Stipend:  Members of the Ohio Reading Corps will receive stipend payments of $945 per month, for a total amount of up to $8,505 for a minimum of 900 hours of service.  In addition, Members who complete a minimum of 900 hours of service, including 90 hours of training, are eligible to receive an Education Award in the amount of at least $3,247 which can be used (1) to repay qualified student loans or (2) to cover the cost of current education expenses including Cost of Attendance (COA) for a degree or certificate-granting program at a Title IV school (e.g., tuition, books, room and board), expenses for non-degree courses (e.g., continuing education courses at Title IV schools), or expenses for attending a GI Bill-approved program.  To receive this award, members must serve a minimum of 900 hours between September 1, 2022 and May 31, 2023.

Reports To:  Project Coordinator, District Coaches, Teachers, Principal
Application Procedure:
Complete the online application.  
Equal Employment Opportunity Council and Americans with Disabilities Act:  Ohio Reading Corps will not discriminate against a member on the basis of race, color, religious creed, ancestry, union membership, age, sex, sexual orientation, national origin, disability, or political affiliation.
 


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