Frontline Applicant Tracking - School Administrative Unit 50

Openings as of 4/17/2025

Fourth Grade Classroom Teacher

JobID: 473

Position Type:
  Regular Education Teachers/Elementary - Grades 4, 5


Date Posted:
  3/21/2025


Location:
  Rye Elementary School


Closing Date:
  04/23/2025


  Additional Information:  Show/Hide

Rye Elementary is seeking a fourth grade classroom teacher who is collaborative, adaptable and committed to supporting the growth and development of all students.

Salary is based on CBA.

Excellent benefit package included.

JOB SUMMARY:
-To plan, organize, and implement an appropriate instructional program in a learning environment which guides and encourages students to develop academically.

QUALIFICATIONS:
-Bachelor's Degree in Education, Master's Degree preferred.
-New Hampshire License for the position
-Must pass a background check

REPORTS TO:
-Principal

RESPONSIBILITIES:
Planning and Preparation
-Apply knowledge of content and pedagogy to reflect solid understanding of content and the structure of the discipline being taught.
-Know and value students' cognitive, social, emotional, and culture for planning and preparation.
-Set instructional outcomes which are clear and specific to ensure students understand what they will learn and how.
-Use instructional materials and resources effectively to support student needs and increase the effectiveness of the curriculum.
-Plan coherent instruction so tasks and activities are aligned with learning outcomes and provide opportunities for higher-level thinking.
-Use and analyze assessments which fully and fairly provide evidence of student understanding of content and mastery of outcomes to provide timely and valuable information to teachers and feedback to students.
-Follow any Individual Education Plans, Section 504 Plans, Behavioral, or Health plans of students. Prepare plans for substitute teachers as applicable.

The Classroom Environment
-Cultivate respectful and affirming environments which demonstrate caring and respect that honors students' identities, race, and cultural background.
-Foster a culture for learning characterized by student curiosity, critical thinking, reasoning, and reflection.
-Maintain purposeful environments with shared routines and efficient procedures so all students can access what they need.
-Support positive student behavior which is modeled, explicitly taught, and reinforced by teachers and reinforced to promote learning, ethical behavior, and citizenship.
-Organize spaces for learning which are safe and accessible to all students. 

Instruction
-Communication about purpose and content are accurate, appropriately scaffolded, and relevant to the experiences of students; content is explained in multiple, engaging ways to support conceptual understanding.
-Use questioning and discussion techniques which allow students to reason, reflect on learning, and justify their thinking.
-Engage students in learning by supporting curiosity and exploration; encouraging higher-order thinking and using multiple ways to represent their ideas and responses.
-Use assessments for evidence of understanding, analyze progress, and provide constructive feedback.
-Respond flexibly to student needs by adjusting the learning experience based on real-time evidence and students' individual and specific needs

Professional Responsibilities
-Engage in reflective practice.
-Document student progress with accurate and accessible systems for tracking student learning and other records; use these systems efficiently and effectively.
-Engagement with families and communities which is culturally responsive, demonstrates a clear value for the role they play in student learning, and furthers students' academic and personal success. Contribute to school community and culture by leading events, programs, or activities that further the culture of learning in the school and bring the values of the school to life through modeling and positive action.
-Regularly seek out and identify high-quality opportunities to grow and learn, identifying problems of practice or areas of inquiry that inform individual and collaborative learning opportunities.
-Exhibit high standards of ethical practice and wise decision making on behalf of students, families, and colleagues.
-Perform other duties and responsibilities as assigned by the Principal

Adheres to:
-Ed. 510:  Code of Conduct for New Hampshire Educators
-Guiding Principles:  The Code of Ethics for New Hampshire Educators
-All district school board policies and procedures
-All district handbooks

SKILLS AND ABILITIES:
This position requires:
-Dependability
-Concern for others
-Self-control
-Adaptability/flexibility
-Integrity
-Initiative
-Cooperation
-Persistence
-Innovation
-Analytical thinking
-Establishing and maintaining interpersonal relationships
-Updating and using relevant knowledge
-Making decisions and solving problems
-Thinking creatively
-Communicating with supervisors, colleagues, families, community, and students
-Developing and building teams
-Resolving conflicts and negotiating with others
-Analyzing data or information
-Performing administrative activities such as paperwork

TECHNOLOGY SKILLS:
-Electronic mail software
-Multi-media educational software
-Google applications

PHYSICAL AND ENVIRONMENTAL DEMANDS:
-Reach with hands and arms and use hands and fingers to handle objects and operate computers, hand-held learning devices and other office equipment. 
-Regularly required to sit, stand, walk, talk, and hear.
-Occasionally lift and/or move up to 15 pounds.
-Exposure to a variety of childhood and adult diseases and illnesses.
-Occasional exposure to various weather conditions.
-Exposure to a range of heating, air conditioning and ventilation conditions.
-Function in a workplace that is usually moderately quiet but can be noisy at times.

EMPLOYMENT STATUS:  
-Exempt from overtime pay
-Full-time
-On-site
-Benefits as outlined in the Collective Bargaining Agreement

Application Procedure:
Apply online
 




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Openings as of 4/17/2025

Special Education Case Manager/Teacher

JobID: 471

Position Type:
  Special Education and Related Services/Special Education Case Manager/Teacher


Date Posted:
  3/21/2025


Location:
  Rye Elementary School


Closing Date:
  04/23/2025


  Additional Information:  Show/Hide

Rye Elementary School is seeking a Special Education Case Manager/Teacher.

Salary is based on the CBA.

Excellent benefit packet included.

JOB SUMMARY:
-To plan, organize, and implement an appropriate instructional program in the least restrictive learning environment for students with identified special needs.   

QUALIFICATIONS:
-Bachelor’s Degree in Special Education, Master’s Degree preferred.
-New Hampshire License for the position
-Must pass a background check.

REPORTS TO:
-Building Principal and/or Special Education Coordinator

RESPONSIBILITIES:
Planning and Preparation
-Apply knowledge of content and pedagogy to reflect solid understanding of special education content and researched based programming.
-Know and value students’ cognitive, social, emotional, and culture for planning and preparation.
-Set instructional and behavioral goals in the Individual Education Plan (IEP) which are clear, specific, and measurable.
-Use instructional materials and resources effectively to support student needs and to meet the goals of the IEP.
-Plan coherent instruction so tasks and activities are aligned with IEP goals.
-Use and analyze assessments which fully and fairly provide evidence of student understanding of content and mastery of IEP goals to provide timely and valuable information to teachers and feedback to students and families.
-Coordinate related services for special education students.
-Prepare materials and coordinate services for extended school year.
-Develop a schedule to consult and collaborate with the regular classroom teacher and para-educators.

The Classroom Environment
-Cultivate respectful and affirming environments which demonstrate caring and respect that honors students’ identities, race, and cultural background.
-Foster a culture for learning characterized by student curiosity, critical thinking, reasoning, and reflection.
-Maintain purposeful environments with shared routines and efficient procedures so all students can access what they need.
-Support positive student behavior which is modeled, explicitly taught, and reinforced by teachers and reinforced to promote learning, ethical behavior, and citizenship.
-Organize spaces for learning which are safe and accessible to all students.

Instruction
-Communicate about purpose and content are accurate, appropriately scaffolded, and relevant to the experiences of students; content is explained in multiple, engaging ways to support conceptual understanding and master of IEP goals.
-Use questioning and discussion techniques which allow students to reason, reflect on learning, and justify their thinking.
-Engage students in learning by supporting curiosity and exploration; encouraging higher-order thinking and using multiple ways to represent their ideas and responses.
-Use assessments for evidence of understanding and analyzing progress on IEP goals.
-Respond flexibly to student needs by adjusting the learning experience based on real-time evidence and students’ individual and specific needs.

Professional Responsibilities
-Engage in reflective practice.
-Document student progress with accurate and accessible systems for tracking student learning and other records; use these systems efficiently and effectively.
-Schedule and facilitate IEP meetings completing all related paperwork according to mandated timelines.
-Engagement with families and communities which is culturally responsive, demonstrates a clear value for the role they play in student learning, and furthers students’ academic and personal success.
-Contribute to school community and culture by leading or participating in events, programs, or activities that further the culture of learning in the school and bring the values of the school to life through modeling and positive action.
-Regularly seek out and identify high-quality opportunities to grow and learn, identifying problems of practice or areas of inquiry that inform individual and collaborative learning opportunities.
-Exhibit high standards of ethical practice and wise decision making on behalf of students, families, and colleagues.
-Perform other duties and responsibilities as assigned by the Principal and/or Special Education Coordinator.

Additional Responsibilities for Highly Disabled Students
-Lift, move, and operate adaptive equipment.
-Assist students with personal care tasks, including but not limited to, lavatory, clothing, hygiene, diapering, toileting, and wash-up routines.
-Assist students with mobility needs such as, lifting and positioning students, lifting in and out of wheelchairs; loading and unloading on the bus; transporting students in and round the school.
-Assist with breakfast, lunch, snack, including clean-up.

Adheres to:
-Ed. 510:  Code of Conduct for New Hampshire Educators 
-Guiding Principles:  The Code of Ethics for New Hampshire Educators
-All district school board policies and procedures
-All district handbooks?

SKILLS AND ABILITIES:
This position requires:
-Dependability
-Concern for others
-Self-control
-Adaptability/flexibility
-Integrity
-Initiative
-Cooperation
-Persistence
-Innovation
-Analytical thinking
-Establishing and maintaining interpersonal relationships
-Updating and using relevant knowledge
-Making decisions and solving problems
-Thinking creatively
-Communicating with supervisors, colleagues, families, community, and students
-Developing and building teams
-Resolving conflicts and negotiating with others
-Analyzing data or information
-Performing administrative activities such as paperwork

TECHNOLOGY SKILLS:
-Electronic mail software
-Multi-media educational software
-Google applications

PHYSICAL AND ENVIRONMENTAL DEMANDS:
-Reach with hands and arms and use hands and fingers to handle objects and operate computers, hand-held learning devices and other office equipment.
-Regularly required to sit, stand, walk, talk, and hear.
-Occasionally lift and/or move up to 15 pounds.
-Exposure to a variety of childhood and adult diseases and illnesses.
-Occasional exposure to various weather conditions.
-Exposure to a range of heating, air conditioning and ventilation conditions.
-Function in a workplace that is usually moderately quiet but can be noisy at times.

EMPLOYMENT STATUS:  
-Exempt from overtime pay
-Full-time
-On-site
-Benefits as outlined in the Collective Bargaining Agreement

Application Procedure:
Apply online
 




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Openings as of 4/17/2025

Special Education Para-Educator

JobID: 466

Position Type:
  Special Education and Related Services/Special Education Para-Educator


Date Posted:
  3/13/2025


Location:
  Rye Elementary School


Date Available:
  2025-2026 School Year


Closing Date:
  04/18/2025


  Additional Information:  Show/Hide

Rye Elementary is seeking Special Education Para Educators.

JOB SUMMARY:
-Implements modifications and accommodations for students with special needs under the supervision of the classroom teacher, special education case manager, and other specialists.

QUALIFICATIONS:
-High School Diploma, Associate Degree in Education, or related field preferred.
-Must pass a background check.

REPORTS TO:
-Special Education Coordinator and/or Building Principal

RESPONSIBILITIES:
Planning and Preparation
-Adapt classroom activities, assignments and/or materials under the direction of the classroom teacher/special education case manager to meet Individual Education Plan (IEP) goals.

The Classroom Environment
-Monitor individual and/or groups of students in a variety of settings (e.g. rest rooms, playgrounds, hallways, bus zones, cafeteria, assemblies, field trips, etc.) for the purpose of maintaining a safe and positive learning environment.
-Monitor student’s daily schedule and behavior plan for the purpose of maintaining a safe and positive learning environment.

Instruction
-Implement instructional programs and lesson plans for the purpose of presenting and/or reinforcing learning concepts under the direction of the classroom teacher/special education case manager.
-Provide instruction to students in a variety of individual and group activities for the purpose of implementing IEP goals under the direction of the classroom teacher/special education case manager.
-Implement behavioral plans for students with behavior disorders or other special conditions for the purpose of presenting and/or reinforcing learning concepts and meeting IEP goals.

Professional Responsibilities
-Communicate with teachers and other district personnel for the purpose of assisting in evaluating progress and/or implementing IEP goals.
-Attend meetings and in-service presentations as assigned for the purpose of acquiring and/or conveying information relative to job responsibilities.
-Engage in reflective practice.
-Document student progress with accurate and accessible systems for tracking student learning and other records; use these systems efficiently and effectively.
-Contribute to school community and culture by participating in events, programs, or activities that further the culture of learning in the school and bring the values of the school to life through modeling and positive action.
-Regularly seek out and identify high-quality opportunities to grow and learn, identifying problems of practice or areas of inquiry that inform individual and collaborative learning opportunities.
-Exhibit high standards of ethical practice and wise decision making on behalf of students, families, and colleagues.
-Perform other duties as assigned by the Special Education Coordinator, or Principal.

Adheres to:
-Ed. 510:  Code of Conduct for New Hampshire Educators 
-Guiding Principles:  The Code of Ethics for New Hampshire Educators
-All district school board policies and procedures
-All district handbooks

Additional Responsibilities for Highly Disabled Students
-Lift, move, and operate adaptive equipment.
-Assist students with personal care tasks, including but not limited to, lavatory, clothing, hygiene, diapering, toileting, and wash-up routines.
-Assist students with mobility needs such as, lifting and positioning students, lifting in and out of wheelchairs; loading and unloading on the bus; transporting students in and round the school.
-Assist with breakfast, lunch, snack, including clean-up.

SKILLS AND ABILITIES:
This position requires:
-Dependability
-Concern for others
-Self-control
-Adaptability/flexibility
-Integrity
-Initiative
-Cooperation
-Persistence
-Innovation
-Analytical thinking
-Establishing and maintaining interpersonal relationships
-Updating and using relevant knowledge
-Making decisions and solving problems
-Thinking creatively
-Communicating with supervisors, colleagues, families, community, and students
-Developing and building teams
-Resolving conflicts and negotiating with others
-Analyzing data or information
-Performing administrative activities such as paperwork

TECHNOLOGY SKILLS:
-Electronic mail software
-Multi-media educational software
-Google applications

PHYSICAL AND ENVIRONMENTAL DEMANDS:
-Reach with hands and arms and use hands and fingers to handle objects and operate computers, hand-held learning devices and other office equipment. 
-Regularly required to sit, stand, walk, talk, and hear.
-Occasionally lift and/or move up to 15 pounds.
-Exposure to a variety of childhood and adult diseases and illnesses.
-Occasional exposure to various weather conditions.
-Exposure to a range of heating, air conditioning and ventilation conditions.
-Function in a workplace that is usually moderately quiet but can be noisy at times.

EMPLOYMENT STATUS:  
-Non-Exempt from overtime pay.
-Full-time = 30 hours or more per week
-On-site
-Benefits as outlined in the Collective Bargaining Agreement

Application Procedure:
Apply online
 




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Openings as of 4/17/2025

School Psychologist .5 FTE

JobID: 468

Position Type:
  Student Support Services/School Psychologist


Date Posted:
  3/13/2025


Location:
  Rye Elementary School


Date Available:
  2025-2026 School Year


Closing Date:
  04/23/2025


  Additional Information:  Show/Hide


Rye Elementary and Rye Junior High School is seeking a part time 50% School Psychologist to begin August 25, 2025.
 
 
JOB SUMMARY
 
To support the academic, social, emotional, and behavioral development of students by administering psychological evaluations to students referred to special education.  
 
QUALIFICATIONS
 
• Minimum of a Master’s Degree in Psychology, CAGS or PhD preferred

• Appropriate New Hampshire licensure

• Must pass a background check.
 
REPORTS TO
 
Special Education Coordinator and/or Building Principal
 
RESPONSIBILITIES
 
Planning and Preparation
 
• Select assessments appropriate to the student and interpret results.

• Plan and manage psychological services, including assisting in developing positive behavioral intervention strategies.

• Identify students in need of referral for special education, special programs, or other educational or health services.
 
The Environment
 
• Establishes rapport with students.

• Establishes a culture for positive mental health throughout the school.

• Establishes and maintains clear procedures for referrals.

• Establishes standards of conduct in the testing environment.

• Establishes and organizes physical space for testing of students and storage of materials.
 
Delivery of Service
 
• Administer a variety of psychological, social, behavioral evaluations and attention screenings of students using formal clinical research-based measures, observations, or curriculum-based measures.

• Complete comprehensive psychological evaluations in conjunction with special education and related services staff that is written in clear, concise written reports.

• Interpret assessment results including obtaining, integrating, and analyzing information about a student’s behavior and conditions relating to learning.

• Plans interventions to maximize students’ likelihood of success.

• Provide consultation to parents, teachers, and other staff as it related to behavior and learning.

• Provide consultation to staff regarding a variety of learning, academic, behavioral issues that impact learning and school functioning.

• Provide consultation to staff regarding any outside evaluations related to in district and out-of-district students.

• Provide consultation with other staff members in planning school programs to meet the special needs of students as indicated by psychological tests, interviews, and behavioral evaluations.

• Connects or consults with physicians and community mental health service providers.

• Serves as a member of the student support team.

• Consult with other staff members in planning school programs to meet the special needs of student(s) as indicated by psychological tests, interviews, and behavioral evaluations.

• Interact with families and encourage family involvement to support student learning.
 
Professional Responsibilities
 
• Consult with general education teachers, special education teachers, and other related service providers as needed to meet student needs.

• Keep all information concerning students, parents, staff, and classroom incidents confidential.

• Attend meetings and in-service presentations as assigned for the purpose of acquiring and/or conveying information relative to job responsibilities.

• Document student progress with accurate and accessible systems for tracking student learning and other records; use these systems efficiently and effectively.

• Develop budget requests for each school year.

• Maintain complete and accurate records required by law and Administration.

• Contribute to school community and culture by participating in events, programs, or activities that further the culture of learning in the school and bring the values of the school to life through modeling and positive action.

• Regularly seek out and identify high-quality opportunities to grow and learn, identifying problems of practice or areas of inquiry that inform individual and collaborative learning opportunities.

• Exhibit high standards of ethical practice and wise decision making on behalf of students, families, and colleagues.

• Perform other duties as assigned by the Special Education Coordinator, or Principal.
 
Adheres To
 
• Ed. 510:  Code of Conduct for New Hampshire Educators 

• Guiding Principles:  The Code of Ethics for New Hampshire Educators

• All district school board policies and procedures

• All district handbooks
 
SKILLS AND ABILITIES
 
• Dependability

• Concern for others

• Self-control

• Adaptability/flexibility

• Integrity

• Initiative

• Cooperation

• Persistence

• Innovation

• Analytical thinking

• Establishing and maintaining interpersonal relationships

• Updating and using relevant knowledge

• Making decisions and solving problems

• Thinking creatively

• Communicating with supervisors, colleagues, families, community, and students

• Developing and building teams

• Resolving conflicts and negotiating with others

• Analyzing data or information

• Performing administrative activities such as paperwork
 
TECHNOLOGY SKILLS
 
• Electronic mail software

• Multimedia educational software

• Google applications
 
PHYSICAL AND ENVIRONMENTAL DEMANDS
 
• Reach with hands and arms and use hands and fingers to handle objects and operate computers, hand-held learning devices and other office equipment. 

• Regularly required to sit, stand, walk, talk, and hear.

• Occasionally lift and/or move up to 15 pounds.

• Exposure to a variety of childhood and adult diseases and illnesses.

• Occasional exposure to various weather conditions.

• Exposure to a range of heating, air conditioning and ventilation conditions.

• Function in a workplace that is usually moderately quiet but can be noisy at times.
 
EMPLOYMENT STATUS  
 
• Exempt from overtime pay

• On-site

• Benefits as outlined in the Collective Bargaining Agreement
 
APPLICATION PROCEDURE
 
Apply online
 
 





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