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Openings as of 4/6/2025

School Year Custodian (190 work days - school year calendar)

JobID: 186

Position Type:
Maintenance/Custodial/Custodian

Date Posted:
1/19/2024

Location:
Porter Service Center

Closing Date:
Continuously hiring

Additional Information: Show/Hide

JOB TITLE: School Year Custodian

FLSA CLASSIFICATION: Non-exempt, hourly employee.

WORK DAYS: 190 days

STANDARD HOURS PER DAY: 8 hours per day (not including a 30-minute unpaid mealtime).

WORK YEAR: The work year for the Custodian begins on July 20, 2023 and ends June 3, 2024.

SALARY SCHEDULE & BENEFITS: The Custodian is paid on the “Custodians” salary schedule, Level 5, starting at $16.84 per hour and is eligible for benefits on the “Support Staff” benefits schedule.

REPORTS TO: The Custodian reports to the Team Leader &/or the Head Custodian for the building(s) where the Custodian is assigned. All custodians, team leaders and head custodians report to the Facilities Administrator.

SUPERVISES: The Custodian does not supervise any other employee(s).

GENERAL SUMMARY OF DUTIES:

Under general supervision, the Custodian performs custodial tasks for an assigned school of the District. Employees in this class are responsible for accomplishing a daily routine of custodial tasks that provide school personnel, students, and the public with an environmentally safe, clean, attractive, comfortable, and efficient place in which to work and conduct school activities. Performs related work as directed.

ESSENTIAL FUNCTIONS:

Ensures that the assigned areas are properly opened daily and fully secured upon completion of daily tasks (i.e., locking doors and windows, turning off electrical equipment, etc.).
Performs sanitizing tasks in various facility areas (i.e., restrooms, kitchen and food areas, cafeterias, etc.).
Performs custodial tasks (i.e., emptying and cleaning waste receptacles; washing windows; dusting furniture; cleaning vents, fans, walls, etc.).
Performs physically demanding tasks requiring use of cleaning equipment and heavy custodial equipment (i.e., vacuuming, mopping, stripping, waxing, floor buffing, etc.).
Uses electrical cleaning equipment (i.e., vacuum cleaners, shampoo machines, high speed buffers, etc.) in the cleaning of the assigned facility during hours assigned.
Uses appropriate chemicals and cleaners safely and productively according to instructions and established rules/regulations to ensure the safety of students, the public, and all staff (including the custodian).
Responds to emergency situations in order to confine, resolve or prevent injurious or otherwise hazardous conditions (i.e., spills, broken windows, broken locks, etc.).
Moves furniture and other equipment in the performance of duties.
Cleans equipment and tools after use, maintains cleanliness and order in storage areas.
Reports equipment malfunctions and facility maintenance needs to your immediate supervisor.
Performs routine maintenance on facility custodial equipment, such as changing vacuum cleaner bags, and changing buffer machine pads and checking batteries for equipment when needed.
Performs non-cleaning tasks in general facility maintenance (i.e., changing light bulbs, filling paper and soap dispensers, assisting in setting up for meeting/conferences, etc.).
Functions independently or as part of a custodial crew depending on the nature of the task, such as in seasonal/extreme weather facility preparations and/or other major custodial projects.
Responsible for checking email regularly, keeping up to date on DIstrict information on the Warren Employee Portal, as job appropriate.
With the support of the District, attends training to ensure proficiency at the level required to perform in current position.
Responsible for maintaining timely and accurate information as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: High school diploma or GED preferred.

2. EXPERIENCE: Previous work experience that demonstrates the ability to safely and effectively operate standard facility custodial equipment, and ability to fulfill the physical requirements of the work; or an equivalent combination of education, training, and experience.

3. CERTIFICATION &/OR LICENSURE: None required.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to arrange, compare, count, differentiate, measure and/or sort data and/or information. Includes judging whether readily observable functional, structural or compositional characteristics are similar to or divergent from prescribed standards, procedures or routines.
Human Interaction: Requires the ability to exchange information for the purpose of obtaining information or clarifying details. Performs such within well established policies, procedures and standards.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of electrically powered custodial equipment, and hand-held supplies and cleaning tools.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and advisory data and information.
Mathematical Aptitude: Requires the ability to perform addition and subtraction.
Functional Reasoning: Requires ability to carry out instructions furnished in written, oral, or diagrammatic form. Involves semi-routine standardized work with some latitude for independent judgment concerning choices of action.
Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity in situations involving a variety of generally pre-defined duties which are often characterized by frequent change.

PHYSICAL REQUIREMENTS: Tasks involve the ability to exert heavy physical effort in heavy work, with greater emphasis on climbing and balancing, but typically also involving some combination of stooping, kneeling, crouching, and crawling, and the lifting, carrying, pushing, and/or pulling of moderately heavy objects and materials (20-50 pounds); may occasionally involve heavier objects and materials (up to 100 pounds).

SENSORY REQUIREMENTS: Some tasks require the ability to perceive and discriminate odors. Some tasks require the ability to perceive and discriminate depths. Most tasks require visual perception and discrimination.

ENVIRONMENTAL FACTORS: Tasks are regularly performed with potential exposure to adverse environmental conditions, such as strong odors, fumes, dusts, wetness, humidity, machinery, vibrations, temperature and noise extremes, disease, pathogenic substances, and toxic/poisonous agents.

Attachment(s):

2025 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

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Openings as of 4/6/2025

Year-round Custodian (252 Work Days)

JobID: 1087

Position Type:
Maintenance/Custodial/Custodian

Date Posted:
1/19/2024

Location:
Porter Service Center

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Custodian

FLSA CLASSIFICATION: Non-exempt, hourly employee.

WORK DAYS: 261 days (including paid holidays and paid vacation time).

STANDARD HOURS PER DAY: 8 hours per day (not including a 30-minute unpaid mealtime).

WORK YEAR: The work year for the Custodian begins on the first weekday in July and ends 12 months later on the last weekday in June.

SALARY SCHEDULE & BENEFITS: The Custodian is paid on the “Custodians” salary schedule, Level 4, starting pay is $17.25 per hour and is eligible for benefits on the “Support Staff” benefits schedule.

SUPERVISES: The Custodian does not supervise any other employee(s).

GENERAL SUMMARY OF DUTIES:

ESSENTIAL FUNCTIONS:

Ensures that the assigned areas are properly opened daily and fully secured upon completion of daily tasks (i.e., locking doors and windows, turning off electrical equipment, etc.).
Performs sanitizing tasks in various facility areas (i.e., restrooms, kitchen and food areas, cafeterias, etc.).
Performs custodial tasks (i.e., emptying and cleaning waste receptacles; washing windows; dusting furniture; cleaning vents, fans, walls, etc.).
Performs physically demanding tasks requiring use of cleaning equipment and heavy custodial equipment (i.e., vacuuming, mopping, stripping, waxing, floor buffing, etc.).
Uses electrical cleaning equipment (i.e., vacuum cleaners, shampoo machines, high speed buffers, etc.) in the cleaning of the assigned facility during hours assigned.
Uses appropriate chemicals and cleaners safely and productively according to instructions and established rules/regulations to ensure the safety of students, the public, and all staff (including the custodian).
Responds to emergency situations in order to confine, resolve or prevent injurious or otherwise hazardous conditions (i.e., spills, broken windows, broken locks, etc.).
Moves furniture and other equipment in the performance of duties.
Cleans equipment and tools after use, maintains cleanliness and order in storage areas.
Reports equipment malfunctions and facility maintenance needs to your immediate supervisor.
Performs routine maintenance on facility custodial equipment, such as changing vacuum cleaner bags, and changing buffer machine pads and checking batteries for equipment when needed.
Performs non-cleaning tasks in general facility maintenance (i.e., changing light bulbs, filling paper and soap dispensers, assisting in setting up for meeting/conferences, etc.).
Functions independently or as part of a custodial crew depending on the nature of the task, such as in seasonal/extreme weather facility preparations and/or other major custodial projects.
Responsible for checking email regularly, keeping up to date on DIstrict information on the Warren Employee Portal, as job appropriate.
With the support of the District, attends training to ensure proficiency at the level required to perform in current position.
Responsible for maintaining timely and accurate information as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: High school diploma or GED preferred.

3. CERTIFICATION &/OR LICENSURE: None required.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to arrange, compare, count, differentiate, measure and/or sort data and/or information. Includes judging whether readily observable functional, structural or compositional characteristics are similar to or divergent from prescribed standards, procedures or routines.
Human Interaction: Requires the ability to exchange information for the purpose of obtaining information or clarifying details. Performs such within well established policies, procedures and standards.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of electrically powered custodial equipment, and hand-held supplies and cleaning tools.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and advisory data and information.
Mathematical Aptitude: Requires the ability to perform addition and subtraction.
Functional Reasoning: Requires ability to carry out instructions furnished in written, oral, or diagrammatic form. Involves semi-routine standardized work with some latitude for independent judgment concerning choices of action.
Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity in situations involving a variety of generally pre-defined duties which are often characterized by frequent change.

Attachment(s):

2025 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

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Openings as of 4/6/2025

BUS DRIVER

JobID: 182

Position Type:
Transportation/Bus Driver

Date Posted:
1/19/2024

Location:
Transportation Department

Closing Date:
Continuously hiring

Additional Information: Show/Hide

JOB TITLE: Bus Driver

FLSA CLASSIFICATION: Non-exempt, hourly employee.

WORK DAYS: 183 days (when students are scheduled to attend school).

STANDARD HOURS PER DAY: Up to 6 hours.

WORK YEAR: The work year for the Bus Driver includes all days when students are scheduled to attend school, plus 1 additional day for summer driver training.

SALARY SCHEDULE & BENEFITS: The Bus Driver is paid on the “Bus Driver” salary schedule, and is eligible for benefits on the “Support Staff” benefits schedule.

REPORTS TO: The Bus Driver reports to the Director of Transportation or their designee.

SUPERVISES: The Bus Driver who has a Bus Monitor, will provide direction to the Bus Monitor.

GENERAL SUMMARY OF DUTIES:

Under general direction, the Bus Driver is to daily operate an assigned school bus on an assigned transportation route for the school district. Employees in this classification are responsible for the safe transportation, loading and unloading of students to and from destinations, and ensure all bus activities support the safety and welfare of all persons. Work may be performed in conjunction with bus monitoring personnel, and includes ensuring appropriate securing of students and the provision of required assistance to students with special medical needs. Performs related work as directed.

ESSENTIAL FUNCTIONS:

Provides daily school bus transportation for district students to and from destinations, to include field trips and special events.
Transports students according to established routing sheets; ensures maintenance of periodic routing updates.
Ensures the safe loading and unloading of students to and from destinations, to include operation of specialized equipment for attending to students with special needs, i.e., wheelchair lifts and tie-downs, toddler/infant seats and seat belts.
Monitors daily school bus activities to ensure proper student conduct at all times, and adherence to appropriate disciplinary controls.
Performs pre and post trip bus inspection activities to ensure proper operating conditions, adherence to prescribed Department of Transportation standards, and compliance with proper safety standards.
Reports any perceived or potential school bus defects in a timely and efficient manner to the appropriate supervisor of fleet maintenance personnel.
Performs routine cleaning, bus maintenance activities, including checking and filling fluids; maintains neat and orderly appearance, to include assigned uniforms.
Conducts re-fueling activities, to include maintaining assigned fuel use logs.
Maintains bus evacuation plan and coordinates bus evacuation activities as appropriate.
Maintains attendance records, seating charts, disciplinary documentation, and updated student information; communicates via radio dispatch as appropriate.
Maintains safe driver designation and applicable physical and dexterity standards.
Establishes and maintains effective communications and working relationships with bus monitors, district personnel, school officials, and parents.
Responsible for keeping up to date on current technology, as job appropriate, being used by Warren.
With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
Responsible for timely and accurate information maintained as part of the job responsibilities.

NON-ESSENTIAL FUNCTIONS:

While the following tasks are necessary for the work of the department, they are not an essential part of the purpose of this position and may also be performed by other department members:

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Must be at least 21 years old (Department of Transportation standard), possessing a high school diploma or GED.

2. EXPERIENCE: Must have one year of satisfactory experience as a licensed driver.

3. CERTIFICATIONS &/OR LICENSES: Requires the ability to obtain and maintain a valid Indiana commercial driver’s license class “B” with passenger and school bus endorsements.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to review, classify, categorize, prioritize, and/or analyze data and/or information. Includes exercising discretion in determining data classification, and in referencing such analysis to established standards for the purpose of recognizing actual or probable interactive effects and relationships.
Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of assigned passenger vehicles, and safety restraint and wheelchair lift devices.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive and advisory data and information.
Mathematical Aptitude: Requires the ability to perform addition, subtraction, multiplication, and division; ability to calculate decimals and percentages.
Functional Reasoning: Requires the ability to apply principles of influence systems, such as motivation, incentive, and leadership. Ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to problem resolution.
Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving the evaluation of information against sensory, judgmental, or subjective criteria, as opposed to that which is clearly measurable or verifiable.

Employees in public school transportation roles must meet specific physical, sensory, and environmental requirements to ensure the safety and well-being of students and the general public. The following outlines the essential requirements for individuals performing these duties within the State of Indiana:

PHYSICAL REQUIREMENTS:

Must possess full use of 100% of their body to safely operate a school bus or other transportation vehicle, including but not limited to the ability to grasp, push, pull, reach, and manipulate vehicle controls.
Ability to sit for extended periods while maintaining control and awareness of vehicle operation.
Sufficient strength to operate emergency exits, doors, and secure mobility-assistive devices when necessary.
Ability to bend, stoop, twist, kneel, and climb stairs to assist students as needed.
Must be capable of performing repetitive motions, including steering, shifting gears, and using hand and foot controls.
Must be able to lift and carry up to 50 pounds to accommodate emergency situations or assistive equipment.

SENSORY REQUIREMENTS:

Must possess sufficient visual acuity (corrected or uncorrected) to read traffic signs, recognize potential hazards, and monitor students inside and outside the vehicle.
Must possess adequate hearing ability (corrected or uncorrected) to detect traffic sounds, emergency sirens, and student interactions, as well as effectively communicate via radio or other communication devices.
Must be able to demonstrate sufficient depth perception, peripheral vision, and night vision to operate a vehicle safely in all conditions.
Ability to distinguish colors necessary for traffic signals, warning indicators, and dashboard displays.
Must have full range of speech and vocal capabilities to effectively communicate with students, parents, school staff, and emergency personnel.

ENVIRONMENT REQUIREMENTS:

Must be able to tolerate and work in a variety of environmental conditions, including:
- Extreme temperatures (heat, cold, and humidity)
- Exposure to fumes, dust, and allergens
- Moderate to high noise levels from student interactions and road conditions
- Vibrations caused by vehicle operation
- Inclement weather conditions such as rain, snow, and ice
Must be able to respond to emergency situations quickly and effectively, including evacuations, medical incidents, and mechanical failures.
Must be capable of handling the physical and mental stress associated with managing student behavior and adhering to strict safety protocols while operating a vehicle.

This position requires individuals to consistently meet the above physical, sensory, and environmental demands as a condition of employment to ensure the safe transportation of Indiana's public school students.

Attachment(s):

2025 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

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Openings as of 4/6/2025

Assistant Director of Facilities and Environment

JobID: 2124

Position Type:
Administration

Date Posted:
1/28/2025

Location:
Porter Service Center

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Assistant Director of Facilities & Environment

FLSA CLASSIFICATION: Exempt (Administrative), salaried employee.

WORK DAYS: 246 days (does not include holidays).

STANDARD HOURS PER DAY: 8 hours per day.

WORK YEAR: The work year for the Assistant Director of Facilities & Environment begins on the first weekday in July, and ends 12 months later on the last weekday in June.

SALARY SCHEDULE & BENEFITS:

The Assistant Director of Facilities & Environment is paid on the “Administrators” salary schedule, and is eligible for benefits on the “Administrators” benefits schedule. Salary range is $79,493 - $86,942.

REPORTS TO: The Assistant Director of Facilities & Environment reports to the Director of Facilities & Environment.

SUPERVISES: Electricians, electronic systems, doors, and finishes personnel.

GENERAL SUMMARY OF DUTIES: The Assistant Director of Facilities & Environment (ADF&E) will support the Director of Facilities & Environment in managing the maintenance and operations of school facilities. This role is essential for ensuring a safe, clean, and functional environment for students and staff. The ADF&E will assist in supervising personnel across various areas including electricians, electronic systems, doors, and finishes.

ESSENTIAL FUNCTIONS:

Operational Support: Assist in the oversight and management of daily operations related to facilities maintenance, ensuring that all systems are operational and meet safety standards.
Maintenance Coordination: Support the implementation and monitoring of comprehensive maintenance schedules, coordinating with external contractors for specialized repairs as necessary.
Staff Leadership: Assist in recruiting, training, and supervising electricians and other technical staff. Conduct performance evaluations and facilitate professional development opportunities.
Regulatory Compliance: Help ensure that all facilities comply with local, state, and federal safety, health, and environmental regulations. Assist in developing safety protocols and emergency response plans.
Communication and Liaison: Act as a point of contact for facility-related concerns, fostering positive relationships with staff, students, and the community to address needs and concerns in a timely manner.
Safety Program Implementation: Contribute to the design and maintenance of the Facilities Safety Program, ensuring compliance through regular inspections and training sessions.
Chemical Safety Training: Assist in developing and delivering training programs focused on the safe handling and storage of chemicals, ensuring all staff are knowledgeable about safety procedures and Material Safety Data Sheets (MSDS).
Technology Integration: Support the adoption and integration of new technologies to enhance facilities management operations and efficiency.
Budget Assistance: Assist in the preparation and management of the departmental budget, ensuring efficient allocation of resources and financial accountability.
Continuous Improvement: Regularly assess operations to identify areas for improvement and implement innovative solutions to enhance overall effectiveness.
District Participation: Actively contribute to district leadership and operations team meetings, providing insights to enhance facilities and school environment.

NON-ESSENTIAL FUNCTIONS:

1. Other duties as assigned by the Director of Facilities & Environment or Chief Operations Officer.

ENTRY-LEVEL REQUIREMENTS:

1. Education/Training: Associate’s Degree required; Bachelor’s Degree or higher preferred.

2. Experience: Experience in School Facilities and Grounds and supervising other employees is preferred.

3. Certification and/or Licenses: Certifications and training certifications in areas relating to School Facilities and Grounds preferred.

4. Other: Ability to perform the essential functions and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required.

PHYSICAL REQUIREMENTS: The duties and responsibilities of the Assistant Director of Facilities & Environment involve a daily combination of office work, walking through buildings, driving throughout the District, and interacting verbally with staff, school facilities officials in other districts, and vendors. Efficient use of a personal computer is important to the effective accomplishment of these job responsibilities.

This job does not require heavy lifting or other physical abilities often associated with manual labor.

SENSORY REQUIREMENTS: The ability to communicate verbally in person and via telephone/radios is very important. The ability to compose documents is very important.

ENVIRONMENTAL FACTORS: Tasks are regularly performed without significant exposure to adverse environmental conditions, such as dirt, dust, pollen, odors, wetness, humidity, rain, fumes, temperature and noise extremes, machinery, vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, violence, disease, or pathogenic substances.

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Openings as of 4/6/2025

Assistant Principal, 7th Grade

JobID: 2139

Position Type:
Administration/Assistant Principal

Date Posted:
2/14/2025

Location:
Raymond Park Intermediate and Middle School

Closing Date:
Until filled

Additional Information: Show/Hide

Assistant Principal Job Description

JOB TITLE: Assistant Principal (5-8)

FLSA CLASSIFICATION: Exempt (Administrative), salaried employee.

WORK DAYS: 210 days (does not include holidays).

STANDARD HOURS PER DAY: 8 hours per day.

WORK YEAR: The work year for the Assistant Principal in the 5-8 building begins approximately 13-18 workdays before the first scheduled attendance day for students, and ends approximately 13-18 workdays after the last scheduled day for students.

SALARY SCHEDULE & BENEFITS: The Assistant Principal (5-8) is paid on the “Administrators” salary schedule, and is eligible for benefits on the “Administrators” benefits schedule. The starting salary for this postion is: $91,762

REPORTS TO: The Assistant Principal (5-8) reports to the building Principal.

SUPERVISES: The Assistant Principal (5-8) supervises teachers and support staff as assigned by the building Principal.

GENERAL SUMMARY: The Assistant Principal (5-8) assists the building Principal with the various administrative and supervisory responsibilities and details, and exercises professional discretion in accomplishing those duties.

ESSENTIAL FUNCTIONS:

Assists the building Principal with various administrative and supervisory responsibilities and details that are delegated to him/her, and exercises professional discretion in accomplishing those duties;
Communicates effectively and proactively with parents of students regarding inappropriate behavior and serious offenses, provides assistance to parents seeking community resources and has the ability to motivate students to make good decisions and to teach behaviors that increase a student’s ability to make responsible decisions;
Serve as a resource for the 5-8 school’s families and fellow cohorts to create a positive school climate that exemplifies excellence in all things we do academically and extracurricularly, while demonstrating sensitivity to the needs of others;

Effectively collect, monitor and use data to make informed decisions;

Champion and support school-wide PBIS/MTSS and serve as an attendance officer;

Actively participate in school-wide supervision during school and at events;

Actively participate in school-wide emergency preparedness team meetings and implementation efforts;

Serve as school liaison with the Moorhead Community Resource Center (Student Services), alternative school, Warren police, and other public agencies;

Collect walk-through data and evaluative evidence for certified and non-certified staff;

Leads and works collaboratively with the all 5-8 grade level deans, counselors, and teachers to meet the academic, social, emotional needs of students and families;

Lead bi-weekly, grade-level cohort meetings with counselors, team leaders, and other members as assigned;

Actively participate in weekly leadership meetings as assigned by the building principal;

Ensures the implementation of appropriate student due process procedures in dealing with non-compliance, disciplinary, and dismissal issues;

Serves as the public agency representative in conferences with parents and teachers of students with special needs;

Supports the principal with overseeing the day to day operations of the building as it relates to school safety, staff needs, customer service needs of front office, transportation, building and grounds needs, etc.;

Supports the athletic director with transportation and school pick up and drop-off routines;

Assists in recruiting, interviewing and recommending further consideration of new employees, as well as orientation, mentoring and supervising new teachers;

Assists in the evaluation of teachers and support staff, and reports his/her observations to the building Principal;

Take an active role in the master scheduling process including input of the schedule into the student information system; and

Follows and implements school board policies.

NON-ESSENTIAL FUNCTIONS:

1. Other duties as assigned by the building Principal.

SKILLS AND PROFICIENCIES:

Exudes positivity and proactive/solutions-oriented approach to problem-solving.
Working knowledge of Indiana Code/Statute.
Ability to produce, analyze, interpret and summarize data.
Ability to interpret policy and procedures.
Working knowledge and understanding of graduation pathways and supports required to help all students find a successful plan for achieving their diploma.
Must possess excellent interpersonal skills.
Must possess strong writing and verbal communication/presentation skills.

EDUCATION/EXPERIENCE:

1. Five or more years teaching/leading in public schools.

2. Leadership experiences with a proven record of having high expectations of students and supporting students to achieve at high levels.

CERTIFICATES/LICENSE:

Valid teaching and administrator’s licenses.

OTHER:

Ability to perform the essential functions and to fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required.

PHYSICAL REQUIREMENTS: The duties and responsibilities of the Assistant Principal involve a daily combination of office work, walking throughout the school building and grounds, and interacting verbally with staff, parents, and students. The ability to be trained to support Non-Crisis Interventions is a requirement. Running may be necessary on occasion.

Efficient use of a personal computer is important to the effective accomplishment of these job responsibilities.

This job does not require heavy lifting or other physical abilities often associated with manual labor.

SENSORY REQUIREMENTS: The ability to communicate verbally in person and via telephone is very important. The ability to compose documents that are readily and fully understood is very important.

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Openings as of 4/6/2025

Elementary Principal

JobID: 2166

Position Type:
Administration/Principal

Date Posted:
3/21/2025

Location:
Grassy Creek Elementary

Closing Date:
Until filled

Additional Information: Show/Hide
JOB TITLE: Principal (Elementary School)

FLSA CLASSIFICATION: Exempt (Administrative/Professional), salaried employee.

WORK DAYS: 246 days (does not include holidays).

STANDARD HOURS PER DAY:8 hours per day.

WORK YEAR: The work year for the Principal (Elementary School) begins on the first work day in July
and ends 12 months later on the last work day in June.

SALARY SCHEDULE & BENEFITS: The Principal (Elementary School) is paid on the “Administrators”
salary schedule, and is eligible for benefits on the “Administrators” benefits schedule. Salary range $118, 228 - 129,979

REPORTS TO: The Principal (Elementary School) reports to the Associate Superintendent.

SUPERVISES: The Principal (Elementary School) supervises all of the teachers, support staff, and other
administrator(s) assigned to work at the elementary school.

GENERAL SUMMARY: The Principal (Elementary School) is responsible for directing all of the
operations of the elementary school. This includes the curriculum and instruction, co-curricular and
extracurricular programs, staffing, fiscal management, and management of the facilities.

ESSENTIAL FUNCTIONS:
1. Establishes and maintains an effective learning climate in the elementary school;
2. Directs the work activities of teachers, support staff, and the other administrator(s) to ensure that
the best instructional practices are employed;
3. Directly supervises the instructional staff and other administrator(s) at the elementary school to
ensure that they meet the Principal’s expectations;
4. Recruits, selects, assigns, evaluates and recommends the employment or termination of all staff
at the elementary school;
5. Maintains high standards of student and staff conduct, and ensures that inappropriate behavior is
dealt with effectively and consistently for the betterment of the individual and the school;
6. Promotes the elementary school, its students, and its opportunities to the community, and actively
engages members of the community to support the elementary school through their involvement;
7. Works cooperatively with the principals of the other elementary schools and the middle school
principals to ensure the elementary school curriculum engages the middle school curriculum for a
coordinated transition of students into the middle schools;
8. Keeps the Superintendent and the Assistant to the Superintendent informed of the elementary
school’s activities, programs, and daily operations.
NON-ESSENTIAL FUNCTIONS:
1. Other duties as assigned by the Assistant to the Superintendent for Elementary Instruction.
ENTRY-LEVEL REQUIREMENTS:
1. EDUCATION/TRAINING: Master’s degree required.
2. EXPERIENCE: At least five years of teaching experience (preferably in a large Elementary
school) is required. Experience in dealing effectively with the general public and large groups is
preferred.
3. CERTIFICATIONS &/OR LICENSES: Valid Indiana Teacher’s license in elementary
administration and supervision is required.
4. OTHER: Ability to perform the essential functions and to fulfill the
physical/sensory/environmental requirements of the job (with or without reasonable
accommodations) is required.
PHYSICAL REQUIREMENTS: The duties and responsibilities of the Principal (Elementary School)
involve a daily combination of office work, traveling throughout the building and grounds, and interacting
verbally with students, staff, parents, members of the community, and elementary school principals in
other districts.
This job does not require heavy lifting or other physical abilities often associated with manual labor.
SENSORY REQUIREMENTS: The ability to communicate verbally in person and via telephone is very
important. The ability to compose documents that are readily and fully understood is very important.
ENVIRONMENTAL FACTORS: Tasks are regularly performed without significant exposure to adverse
environmental conditions, such as dirt, dust, pollen, odors, wetness, humidity, rain, fumes, temperature
and noise extremes, machinery, vibrations, electric currents, traffic hazards, animals/wildlife,
toxic/poisonous agents, violence, disease, or pathogenic substances.

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Openings as of 4/6/2025

Intermediate and Middle School Principal

JobID: 2167

Position Type:
Administration/Principal

Date Posted:
3/24/2025

Location:
Stonybrook Intermediate and Middle School

Closing Date:
Until filled

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JOB TITLE: Intermediate/Middle School Principal (Grades 5-8)

FLSA CLASSIFICATION: Exempt (Administrative/Professional), salaried employee

WORK DAYS: 246 days (does not include holidays)

STANDARD HOURS PER DAY: 8 hours per day

WORK YEAR: The work year for the Intermediate/Middle School Principal (5-8) is on the first weekday in July, and ends the last work day in June.

SALARY SCHEDULE & BENEFITS: The Intermediate/Middle School Principal (5-8) is paid on the “Administrators” salary schedule, and is eligible for benefits on the “Administrators” benefits schedule. Salary range, $122,588-134,826.

REPORTS TO: The Intermediate/Middle School Principal (5-8) reports to the Assistant Superintendent for Teaching and Learning of Secondary Instruction.

SUPERVISES: The Intermediate/Middle School Principal (5-8) supervises all of the teachers, support staff, and all other administrators assigned to work at the school.

GENERAL SUMMARY: The Intermediate/Middle School Principal (5-8) is responsible for directing all of the operations of the school. This includes the curriculum and instruction, co-curricular and extracurricular programs, staffing, fiscal management, and management of the facilities.

ESSENTIAL FUNCTIONS:

Instructional Leader for the school, responsible for student achievement, focused conversations with teachers, consistent classroom visits, shares and models effective teaching strategies, confronts classroom mediocrity, has high expectations, provides structure, creates and maintains positive culture and climate, drive to move school forward, and includes all staff in the team effort in promoting student achievement for the purpose of providing support to staff in order to increase student achievement;
Directs the work activities of teachers, support staff, and other administrators to ensure that the best instructional practices are employed and that high quality professional development/learning opportunities are offered to support practices;
Directly supervises school personnel for the purpose of monitoring performance, providing for professional growth, achieving overall objectives of school's curriculum and meeting Principal expectations;
Recruits, selects, assigns, evaluates and recommends the employment or termination of all staff at the 5-8 level;
Maintains high standards of job performance and personal conduct;
Promotes use of assessment data (e.g. monitors student progress, conducts and uses assessment data to guide instruction, uses academic support systems) for the purpose of increasing student achievement and supporting decisions;
Represents and promotes the intermediate/middle school, its students, and its opportunities to the community, and actively engages members of the community to assist the school through ongoing community support for educational goals and/or assisting with issues related to school climate and culture;
Actively engages students, families, and community to be part of the intermediate/middle school’s decision making processes and is intentional about capturing their thoughts and ideas on how to improve experiences;
Works with fellow principals and staff to ensure that there is district-wide coherence in all achievement expectations and student support initiatives;
Keeps the Superintendent and the Assistant Superintendent informed of the school’s activities, programs, and daily operation;
Serves as part of District Leadership Team;
Follows and implements school board policies.

NON-ESSENTIAL FUNCTIONS:

1. Other duties as assigned by the Assistant Superintendent for Teaching and Learning of Secondary Schools.

SKILLS AND PROFICIENCIES:

Exudes positivity and proactive/solutions-oriented approach to problem-solving.
Working knowledge of Indiana Code/Statute.
Ability to produce, analyze, interpret and summarize data.
Ability to interpret policy and procedures.
Working knowledge and understanding of college and career readiness.
Must possess excellent interpersonal skills.
Must possess strong writing and verbal communication/presentation skills.

EDUCATION/EXPERIENCE:

1. Five or more years teaching/leading in public schools.

2. Leadership experiences with a proven record of having high expectations of students and supporting students to achieve at high levels.

CERTIFICATES/LICENCE:

Valid teaching and administrator’s licenses.

OTHER:

Ability to perform the essential functions and to fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required.

PHYSICAL REQUIREMENTS: The duties and responsibilities of the Principal (5-8) primarily involve a daily combination of office work, traveling through the school building and grounds, and interacting with students, teachers and parents.

Efficient use of a personal computer is important to the effective accomplishment of these job responsibilities.

This job does not require heavy lifting or other physical abilities often associated with manual labor.

SENSORY REQUIREMENTS: The ability to communicate verbally in person and via telephone is very important. The ability to compose documents that are readily and fully understood is very important.

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Openings as of 4/6/2025

Assistant Boys Volleyball Coach

JobID: 2131

Position Type:
Athletics/Activities

Date Posted:
1/31/2025

Location:
Warren Central High School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Assistant Boys’ Volleyball Coach (extracurricular assignment)

FLSA CLASSIFICATION: Not applicable. Paid via stipend.

WORK DAYS: High School coaching seasons are defined by ISHAA.

STANDARD HOURS PER DAY: Varies and are outside of contracted hours.

WORK YEAR: High School coaching seasons are defined by ISHAA.

SALARY SCHEDULE & BENEFITS: The Assistant Volleyball Coach is paid on the “Teachers Athletic Extracurricular” salary schedule, paid via stipend during the season. The Teacher assigned to fulfill the duties of Coach is eligible for benefits on the “Teachers” benefits schedule due to his/her employment as a teacher, not due to being responsible for these extracurricular duties.

The Assistant Volleyball Coach that is not a Teacher or Non-Certified employee, but is a Lay Coach, defined as non-certified employee used only in the Athletic Program, is paid during season via stipend and not eligible for benefits.

REPORTS TO: The Athletic Director and the AD’s Designee, the Head Volleyball Coach

SUPERVISES: The Assistant Volleyball Coach may supervise the other coaches.

GENERAL SUMMARY: The Assistant Volleyball Coach assists the Head Volleyball Coach in promoting an appreciation for teamwork, sportsmanship and excellence. The Assistant Volleyball Coach sets a good example and provides leadership and supervision for the team and individuals.

ESSENTIAL FUNCTIONS:

Assist in the coordination and supervision of the WCHS Volleyball Program and Teams;
Assist in the design and implementation of the training and game program;
Assist in the organization and supervision of the coaching staff to assure the program is properly implemented;
Establishes and maintains open communication with athletes’ parents to address any issues and to keep them fully informed;
Ensures that all athletes and assistant coaches know and follow all rules of the District, conference, and state association(s);
Assigns duties to assistant coaches and trainers; communicates and works with assistant coaches and trainers to ensure that they are aware of the Coach’s expectations;
Assumes responsibility for the conduct of the athletes and assistant coaches during training, practices, and competition;
Model positive sportsmanship and maintain appropriate conduct towards players, officials, coaches, and spectators at all times;
Follows and is knowledgeable of all rules of the IHSAA and the sport as found in the IHSAA By-laws and the NFHS Rule Book. Follow state, regional, and district regulations governing the athletic program.
Satisfy all requirements by the IHSAA and Warren Township School District in a timely manner.
Provide timely and accurate information that is maintained as part of the job responsibilities (including end-of-season inventory of uniforms and equipment);
Ensures that their teams are in good financial standing with their fees, actively communicating with athletes and parents to help them meet their obligations.

NON-ESSENTIAL FUNCTIONS:

Performs other duties as assigned by the Athletic Director and Head Volleyball Coach.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Ideal candidates will have experience coaching and/or playing within a high-performing Volleyball program or organization.

2. EXPERIENCE: Any teacher employed by the District is welcome to express interest in this extracurricular assignment. It is preferred that all candidates have experience as a coach/player/participant of the assignment.

3. CERTIFICATIONS &/OR LICENSES: Must be up to date with all certifications required for their sport as required by their District and the State of Indiana.

4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.

PHYSICAL REQUIREMENTS: The duties and responsibilities of the Coach involve a high degree of organization and physical activity.

The job typically involves some combination of walking, standing and sitting, and may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (up to 50 pounds). Some chores of this job may require heavy lifting or other physical abilities often associated with manual labor.

SENSORY REQUIREMENTS: The ability to communicate verbally in person and vial the telephone is very important. It is important for the Coach to have the knowledge to direct physical conditioning and training that is appropriate for the development of each student-athlete.

ENVIRONMENTAL FACTORS: Tasks are regularly performed with exposure to adverse environmental conditions, such as dirt, dust, pollen, odors, wetness, humidity, rain, temperature, and noise extremes. Exposure to machinery, vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, disease, or pathogenic substances is not typical.

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Openings as of 4/6/2025

WCHS Lay Coach (External Candidates Only)

JobID: 2141

Position Type:
Athletics/Activities/Coaching

Date Posted:
2/13/2025

Location:
Warren Central High School

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WCHS ASSISTANT COACH JOB DESCRIPTION (LAY COACH - External Candidates)

JOB TITLE: Assistant Coach of an Athletic Sport (an extracurricular assignment)

FLSA CLASSIFICATION: Not applicable. Paid via stipend.

WORK DAYS: High School coaching seasons are defined by ISHAA.

STANDARD HOURS PER DAY: Varies and are outside of contracted hours.

WORK YEAR: High School coaching seasons are defined by ISHAA.

SALARY SCHEDULE & BENEFITS: The Assistant Coach is paid on the “Teachers Athletic Extracurricular” salary schedule, paid via stipend during the season.

The Assistant Coach that is not a Teacher or Non-Certified employee, but is a Lay Coach, defined as non-certified employee used only in the Athletic Program, is paid during season via stipend and not eligible for benefits.

REPORTS TO: The Athletic Director and the AD’s Designee, the Head Coach.

SUPERVISES: The Assistant Coach may supervise the other coaches.

GENERAL SUMMARY: The Assistant Coachassists the Head Coach in promoting an appreciation for teamwork, sportsmanship and excellence. The Assistant Coach sets a good example and provides leadership and supervision for the team and individuals.

ESSENTIAL FUNCTIONS:

Maintain a high level of professionalism.
Assist in the coordination and supervision of the WCHS Athletic Program and Teams;
Assist in the design and implementation of the training and game program;
Assist in the organization and supervision of the coaching staff to assure the program is properly implemented;
Establishes and maintains open communication with athletes’ parents to address any issues and to keep them fully informed;
Ensures that all athletes and other assistant/lay coaches know and follow all rules of the District, conference, and state association(s);
May support the Head Coach with assigning duties to other assistant/lay coaches and trainers; communicates and works with assistant coaches and trainers to ensure that they are aware of the Head Coach’s expectations;
Assumes responsibility for the conduct of the athletes and assistant coaches during training, practices, and competition;
Model positive sportsmanship and maintain appropriate conduct towards players, officials, coaches, and spectators at all times;
Follows and is knowledgeable of all rules of the IHSAA and the sport as found in the IHSAA By-laws and the NFHS Rule Book. Follow state, regional, and district regulations governing the athletic program.
Satisfy all requirements by the IHSAA and Warren Township School District in a timely manner.
Provide timely and accurate information that is maintained as part of the job responsibilities (including end-of-season inventory of uniforms and equipment);
Ensures that their teams are in good financial standing with their fees, actively communicating with athletes and parents to help them meet their obligations.

NON-ESSENTIAL FUNCTIONS:

Performs other duties as assigned by the Athletic Director, Asst. AD and Head Coach.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Ideal candidates will have experience coaching and/or playing within a high-performing Athletics program or organization.

3. CERTIFICATIONS &/OR LICENSES: Must be up to date with all certifications required for their sport as required by their District and the State of Indiana.

4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.

PHYSICAL REQUIREMENTS: The duties and responsibilities of the Coach involve a high degree of organization and physical activity.

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Openings as of 4/6/2025

Lifeguard

JobID: 549

Position Type:
Athletics/Activities/Lifeguard Part-time

Date Posted:
9/22/2023

Location:
Warren Central High School

Closing Date:
Until filled

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Openings as of 4/6/2025

Preschool Instructional Assistant

JobID: 2028

Position Type:
Early Childhood Center/Developmental Assistant

Date Posted:
9/12/2024

Location:
Warren Early Childhood Center

Additional Information: Show/Hide

JOB TITLE: Early Childhood Development Assistant

FLSA CLASSIFICATION: Non-exempt, hourly employee.

WORK DAYS: 181 days (those days when students are scheduled to attend school).

STANDARD HOURS PER DAY: 7 hours per day (not including a 30-minute unpaid duty-free meal break).

WORK YEAR: The Early Childhood Development Assistant is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.

SALARY SCHEDULE & BENEFITS: The Early Childhood Development Assistant is paid on the “Instructional Assistants” salary schedule, and is eligible for benefits on the “Support Staff” benefits schedule. Starting hourly rate is $16.05.

REPORTS TO: The Early Childhood Development Assistant is supervised by one or more teachers. Early Childhood Development Assistant s and teachers report to the building Principal.

SUPERVISES: The Early Childhood Development Assistant does not directly supervise.

GENERAL SUMMARY OF DUTIES:

Under direct supervision, the Early Childhood Development Assistant provides support in an educational environment, performing paraprofessional work in assisting teachers and students. The Early Childhood Development Assistant works with children individually or in small groups by providing basic instruction in abilities and skills developmentally appropriate for Early Childhood aged children. The Early Childhood Development Assistant is responsible for supporting a variety of developmentally appropriate activities, as well as assisting teachers with escorting children to various scheduled activities, i.e., lunch, rest time, restrooms. Performs related work as directed.

ESSENTIAL FUNCTIONS:

Monitors activities and behavior of children during the absence of the classroom teacher(s) to ensure their physical and environmental safe keeping, as well as adherence to appropriate conduct and disciplinary controls.
Assists the teacher(s) in the supervision of learning activities, circulating within the classroom and providing assistance and learning support to children.
Provides instruction to children as prescribed by the supervising teacher(s) and reinforces skills introduced by the teacher(s); may utilize games, stories, or other constructive activities to enhance the students’ learning skills.
Assists the teacher(s) in checking and objectively evaluating students’ progress; instructs children individually and in small groups reinforcing skills based upon instructional guidelines.
Assists children with gross motor activities such as grasping, holding objects, posture, crawling, walking, and running; assists children with fine motor activities through activities such as playing with toys, cutting materials, or coloring
May be asked to assist in the preparation of lesson plans; may be asked to provide input and assistance in the development of classroom activities and learning tools.
Assists the teacher(s) by noticing students’ potential learning, language and/or communication deficiencies; monitors children’s progressive learning skills; makes the teacher aware of students’ possible learning deficiencies; documents records of learning activities and diagnosis.
Prepares or assists in the preparation of instructional materials; performs support tasks such as photocopying materials, laminating items, typing correspondence, and filing paperwork and documentation.
Coordinates with media center staff for classroom learning resources; sets up equipment in the classroom for teacher's instructional studies.
Assists in preparing classroom bulletin boards, classroom decorations, displays of children’s activities, and other classroom objectives.
May be asked to prepare draft reports and to tentatively complete forms, schedules, and other data as directed.
Learns assigned bus route(s) to assist with proper boarding of students.
Maintains accurate and complete records of a variety of student information which may require the use of a computer to enter scores and other children’s data.
May be assigned monitoring duties, i.e., hallways, lunchroom, restrooms, and bus duty; ensures appropriate student conduct during these periods; escorts students to designated activity areas (i.e., music room, computer room, art classes, assemblies, etc.).
May be assigned to various labs providing assistance to teachers and instruction/information to students.
Responsible for keeping up to date on current technology, as job appropriate, being used by warren.
With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: High school diploma or GED is required; an Associate’s degree or higher; or at least sixty (60) semester hours from an accredited institution of higher education is preferred (Official transcripts are required to validate education.)

2. EXPERIENCE: Previous vocational training or work experience with preschool or kindergarten age children is preferred.

3. CERTIFICATIONS &/OR LICENSES: Able to meet the requirements of a paraprofessional as outlined in ESSA. Pass the required Expanded Criminal History Check and Expanded Child Protection Index Check. Must have at least an associate’s degree or two years of college or passed the ParaPro Assessment. Highlander Park offers the ParaPro Assessment at no cost for all Warren Township prospective employees. Testing is offered Monday through Thursday at 9:00 a.m. and 5:30 p.m. To register for your free assessment, email adulteducation@warren.k12.in.us or call 317-532-3000.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to arrange, compare, count, differentiate, measure and/or sort data and/or information. Includes judging whether readily observable functional, structural or compositional characteristics are similar to or divergent from prescribed standards, procedures or routines.
Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of standard office equipment.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference data and information.
Mathematical Aptitude: Requires the ability to perform addition, subtraction, multiplication, and division.
Functional Reasoning: Requires ability to carry out detailed but uninvolved written or oral instructions. Involves routine work according to clearly prescribed standard practices, with some latitude for independent judgment.
Situational Reasoning: Requires the ability to exercise judgment, decisiveness and creativity in situations involving a variety of generally pre-defined duties which are often characterized by frequent change.

PHYSICAL REQUIREMENTS: Tasks involve the ability to exert very moderate physical effort in light work, typically involving some combination of stooping, kneeling, crouching and crawling, and which may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (12-20 pounds).

SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

ENVIRONMENTAL FACTORS: Tasks are regularly performed without exposure to adverse environmental conditions, such as dirt, dust, pollen, odors, wetness, humidity, rain, fumes, temperature and noise extremes, machinery, vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, violence, disease, or pathogenic substances.

Attachment(s):

2025 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

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Openings as of 4/6/2025

Preschool Instructional Assistant

JobID: 2029

Position Type:
Early Childhood Center/Developmental Assistant

Date Posted:
9/12/2024

Location:
Warren Early Childhood Center

Additional Information: Show/Hide

JOB TITLE: Early Childhood Development Assistant

FLSA CLASSIFICATION: Non-exempt, hourly employee.

WORK DAYS: 181 days (those days when students are scheduled to attend school).

STANDARD HOURS PER DAY: 7 hours per day (not including a 30-minute unpaid duty-free meal break).

WORK YEAR: The Early Childhood Development Assistant is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.

REPORTS TO: The Early Childhood Development Assistant is supervised by one or more teachers. Early Childhood Development Assistant s and teachers report to the building Principal.

SUPERVISES: The Early Childhood Development Assistant does not directly supervise.

GENERAL SUMMARY OF DUTIES:

ESSENTIAL FUNCTIONS:

Monitors activities and behavior of children during the absence of the classroom teacher(s) to ensure their physical and environmental safe keeping, as well as adherence to appropriate conduct and disciplinary controls.
Assists the teacher(s) in the supervision of learning activities, circulating within the classroom and providing assistance and learning support to children.
Provides instruction to children as prescribed by the supervising teacher(s) and reinforces skills introduced by the teacher(s); may utilize games, stories, or other constructive activities to enhance the students’ learning skills.
Assists the teacher(s) in checking and objectively evaluating students’ progress; instructs children individually and in small groups reinforcing skills based upon instructional guidelines.
Assists children with gross motor activities such as grasping, holding objects, posture, crawling, walking, and running; assists children with fine motor activities through activities such as playing with toys, cutting materials, or coloring
May be asked to assist in the preparation of lesson plans; may be asked to provide input and assistance in the development of classroom activities and learning tools.
Assists the teacher(s) by noticing students’ potential learning, language and/or communication deficiencies; monitors children’s progressive learning skills; makes the teacher aware of students’ possible learning deficiencies; documents records of learning activities and diagnosis.
Prepares or assists in the preparation of instructional materials; performs support tasks such as photocopying materials, laminating items, typing correspondence, and filing paperwork and documentation.
Coordinates with media center staff for classroom learning resources; sets up equipment in the classroom for teacher's instructional studies.
Assists in preparing classroom bulletin boards, classroom decorations, displays of children’s activities, and other classroom objectives.
May be asked to prepare draft reports and to tentatively complete forms, schedules, and other data as directed.
Learns assigned bus route(s) to assist with proper boarding of students.
Maintains accurate and complete records of a variety of student information which may require the use of a computer to enter scores and other children’s data.
May be assigned monitoring duties, i.e., hallways, lunchroom, restrooms, and bus duty; ensures appropriate student conduct during these periods; escorts students to designated activity areas (i.e., music room, computer room, art classes, assemblies, etc.).
May be assigned to various labs providing assistance to teachers and instruction/information to students.
Responsible for keeping up to date on current technology, as job appropriate, being used by warren.
With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

2. EXPERIENCE: Previous vocational training or work experience with preschool or kindergarten age children is preferred.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to arrange, compare, count, differentiate, measure and/or sort data and/or information. Includes judging whether readily observable functional, structural or compositional characteristics are similar to or divergent from prescribed standards, procedures or routines.
Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of standard office equipment.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference data and information.
Mathematical Aptitude: Requires the ability to perform addition, subtraction, multiplication, and division.
Functional Reasoning: Requires ability to carry out detailed but uninvolved written or oral instructions. Involves routine work according to clearly prescribed standard practices, with some latitude for independent judgment.
Situational Reasoning: Requires the ability to exercise judgment, decisiveness and creativity in situations involving a variety of generally pre-defined duties which are often characterized by frequent change.

SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

Attachment(s):

2025 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

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Openings as of 4/6/2025

Long Term Guest Teacher, 5th and 6th Grade Art

JobID: 2169

Position Type:
Elementary School Teaching/Art Teacher

Date Posted:
3/31/2025

Location:
Raymond Park Intermediate and Middle School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Long-term Sub Teacher

FLSA CLASSIFICATION: Non-exempt, full daily rate for certified candidate beginning day 1; $150 per day for non-licensed candidate.

WORK DAYS: Days determined by length of leave.

STANDARD HOURS PER DAY: 7 hours per day (not including a 30-minute unpaid duty-free meal break)

WORK YEAR: The Long-term Sub Teacher is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.

SALARY SCHEDULE & BENEFITS: The Long-term Sub Teacher is paid full daily rate for certified candidates beginning day 1; $150 per day for non-licensed candidates. Certified long-term substitute: Teacher daily rate commensurate with degree and years of experience. Not eligible for benefits.

REPORTS TO: The Long-term Sub Teacher is supervised by the building Principal/Asst. Principal. They report to the building Principal or designee.

SUPERVISES: The Long-term Sub Teacher does not directly supervise any other employee(s).

GENERAL SUMMARY OF DUTIES:

Under direct supervision, the Long-term Sub Teacher provides support in an educational environment, working with students by following the teacher’s lesson plans. The Long-term Sub Teacher is responsible for leading and supervising a variety of developmentally-appropriate activities, as directed by the assigned teacher(s). Performs related work as directed.

ESSENTIAL FUNCTIONS:

Reports directly to the school principal or principal’s designee upon arriving at school.
Works with administrators, other Teachers, and/or instructional teams to plan and implement instruction according to the District approved and adopted curriculum;
Develops daily lesson plans and presents lessons, using a variety of instructional methods and techniques, to ensure that the Teacher effectively covers the curriculum in a timely manner throughout the semester or school year;
Teaches lessons, provides feedback to students and parents.
Consults as appropriate, with the building principal, team leader, department chair, or designee on any directions left by the absent teacher or other procedures not specified in the Sub Teacher guide/folder.
Assumes responsibility for overseeing student behavior in class and during lunch and recess period.
Follows all policies, rules, and procedures to which regular teachers are subject and which good teaching practice dictates.

NON-ESSENTIAL FUNCTIONS:

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: An Associate’s degree or higher, or at least sixty (60) semester hours from an accredited institution of higher education (official transcripts are required to validate education), or preferred.

2. EXPERIENCE: Previous work experience with school-age children is preferred.

3. CERTIFICATIONS &/OR LICENSES: Substitute Teacher’s Licensure.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to arrange, compare, count, differentiate, measure and/or sort data and/or information. Includes judging whether readily observable functional, structural or compositional characteristics are similar to or divergent from prescribed standards, procedures or routines.
Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of standard office equipment.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference data and information.
Mathematical Aptitude: Depending on the grade level of the classroom assignment, may require the ability to perform addition, subtraction, multiplication, and division; may require the ability to calculate decimals and percentages; may require the ability to utilize principles of fractions and/or to interpret graphs;
Functional Reasoning: Requires ability to carry out detailed but uninvolved written or oral instructions. Involves routine work according to clearly prescribed standard practices, with some latitude for independent judgment.
Situational Reasoning: Requires the ability to exercise judgment, decisiveness and creativity in situations involving a variety of generally pre-defined duties which are often characterized by frequent change.

SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

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Openings as of 4/6/2025

Grade 2 High Ability Teacher

JobID: 2154

Position Type:
Elementary School Teaching/Grade 2 Teacher

Date Posted:
3/12/2025

Location:
Lowell Elementary School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Teacher

FLSA CLASSIFICATION: Exempt (Professional), salaried employee

WORK DAYS: 184 days (does not include holidays)

STANDARD HOURS PER DAY: 7 hours per day

WORK YEAR: The work year for the Teacher is set annually in a school calendar adopted by the Board of Education. Teachers work in schools that operate on one calendar; a balanced school year calendar.

REPORTS TO: The Teacher reports to the building Principal and/or other building administrators.

SUPERVISES: The Teacher supervises the instructional assistants who may be assigned to the Teacher’s classroom for that given period of time.

GENERAL SUMMARY: The Teacher is responsible for teaching groups of students in a classroom setting, based on a curriculum and supported by instructional materials adopted by the Board of Education. The Teacher is responsible for developing daily lesson plans to ensure that the Teacher covers the curricular content in a timely manner throughout the semester or school year. The Teacher uses a variety of instructional methods and techniques to meet the unique needs of the individual students and to assess their learning; the Teacher modifies instruction, re-teaches and remediates to ensure the students’ success.

ESSENTIAL FUNCTIONS:

Works with administrators, other Teachers, and/or instructional teams to plan and implement instruction according to the District approved and adopted curriculum;
Develops daily lesson plans and presents lessons, using a variety of instructional methods and techniques, to ensure that the Teacher effectively covers the curriculum in a timely manner throughout the semester or school year;
Understands and implements the use of the adopted curriculum, instructional materials, and digital platforms;
Prepares instruction, using a variety of techniques and strategies, assignments and assessments for learning;
Monitors, assists, corrects, re-teaches and remediates student performance to ensure student progress;
Diagnoses and analyzes student progress and programs for the purpose of providing appropriate instruction based on the developmental stages and needs of students;
Evaluates and consistently provides feedback to students during instruction, small group sessions and via other digital platforms;
Utilizes classroom management techniques conducive to an effective classroom climate;
Effectively manages student behavior in the classroom and throughout the building, and administers appropriate discipline when necessary to achieve proper behavior;
Shows sensitivity to students, parents and the community and promotes student self-esteem;
Counsels students when academic difficulties or behavioral problems arise, seeking assistance for problems which are beyond the Teacher’s skills or expertise;
Maintains professional relationship between school and parents;
Maintains contact with parents through parent-teacher conferences, telephone, written communications, and District approved platforms;
Encourages parental involvement through school and online/virtual activities, connecting home and school;
Participates in an active and cooperative effort with other faculty and staff to plan, implement and evaluate instruction and instructional programs for continuing school improvement;
Participates in faculty meetings, staff development activities, and personal professional growth activities focused on the acquisition of new and improved skills and knowledge;
Conducts standardized tests in accordance with State guidelines, District policies, the Principal’s expectations;
Maintains all records as required, including but not limited to grade books, attendance records and student progress reports;
Assigns grades, recommends promotion or retention, and/or participates in decisions regarding students’ placement in appropriate classroom situations for the ensuing year;
Assists in the protection of students both on campus and online/virtually, and student’s property when on campus;
Supervision of students;
Responsible for keeping up to date on current technology, as job appropriate, being used in the District. With the support of the District, attends training to ensure skill level in various technologies is at the level required to perform in current position;
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Shares, with other Teacher/teachers and school staff, the responsibility for monitoring halls, study areas, and the lunchroom;
Performs related duties, such as sponsoring a student club or organization, coaching a team, or supervising after school activities;
Performs other duties as assigned by the building Principal.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Bachelor’s Degree from an accredited college or university is required.

2. EXPERIENCE: Satisfactory completion of student teaching and all coursework required by the college/university and required by the Division of Professional Standards (Indiana Department of Education) for an Indiana Teacher’s License.

3. CERTIFICATIONS &/OR LICENSES: Current and valid Indiana Teacher’s License in the grade level and/or subject area for which the teacher is being employed is required (or eligibility for an Emergency Permit, if the District is willing to submit a request for an Emergency Permit).

4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.

PHYSICAL REQUIREMENTS: The duties and responsibilities of the Teacher primarily involve talking to, listening to, and interacting with students. Physical movement throughout the school building and classroom to personally engage with students and staff is very important.

This job typically involves some combination of walking, standing and sitting, and may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (l2-20 pounds). However, this job does not require heavy lifting or other physical abilities often associated with manual labor.

Proficient use of technology is important in order to effectively provide instruction and communicate with families in order to effectively accomplish job responsibilities.

SENSORY REQUIREMENTS: The ability to communicate verbally in person/virtually, is very important. The ability to present instructional lessons and to explain ideas in ways that are readily and fully understood by students is very important. Monitoring student behavior may require visual and/or auditory perception and discrimination.

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Openings as of 4/6/2025

Instructional Coach for Elementary

JobID: 2149

Position Type:
Elementary School Teaching/Instructional Coach

Date Posted:
2/24/2025

Location:
Hawthorne Elementary School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Instructional Coach (K-4)

FLSA CLASSIFICATION: Exempt (Professional), salaried employee

WORK DAYS: 190 days (does not include holidays)

STANDARD HOURS PER DAY: 8 hours per day

WORK YEAR: The work year for the Instructional Coach (K-4) begins approximately 3 workdays before the first scheduled attendance day for students, and ends approximately 3 workdays after the last scheduled day for students.

SALARY SCHEDULE & BENEFITS: The Instructional Coach is paid on the “Teacher” salary schedule, and is eligible for benefits on the “Teacher” benefits schedule.

REPORTS TO: Instructional Coach reports to the Building Principals and Director of Curriculum and Professional Learning

SUPERVISES: N/A

GENERAL SUMMARY: The Instructional Coach (K-4) will work with instructional coaches, general education, special education, and virtual teachers in KDG through 4th Grade to improve student achievement through assistance with effective implementation of integrated reading and math instruction and interventions to meet all students’ needs.

Essential Functions:

1. Support teachers with the implementation of effective reading and math strategies and interventions that increase student achievement through collaboration and coaching (Invest in People, Invest in the Future of our Graduates) 2. Leads district aligned, building based professional development and supports teachers through implementation of those best practices (Invest in People, Invest in the Future of our Graduates)

3. Develops teachers, new to Warren, in the area of instruction and classroom management (Invest in People, Invest in the Future of our Graduates)

4. Collaborates with Coordinator of Literacy Curriculum and Coordinator of STEM Curriculum to effectively communicate the district’s instructional vision (Invest in People, Invest in Efficiencies)

5. Exhibits an understanding of current scientifically-based research in instructional practices and continuous improvement (Invest in People)

6. Actively participates in building level data meetings, data collection, and analysis of school-wide data based on district calendars (Invest in the Future of our Graduates, Invest in Efficiencies)

7. Assists teachers in the use of district common assessments and benchmarking data to guide instruction and track academic performance (Invest in the Future of our Graduates, Invest in Efficiencies)

8. Develops teachers in their use of digital content to support instructional practices and tracks monthly data (Invest in People, Invest in Efficiencies)

9. Contributes to the development and revision of curriculum; serves on curriculum mapping team (Invest in Efficiencies)

10. Supports projects based on grant writings and supervision of Title I Grant (Invest in Efficiencies) 11. Supports textbook adoption process for reading materials and math materials (6 year rotation) (Invest in Efficiencies)

12. Supports Journey of a Graduate implementation

13. Develops and maintains such records and reports as are necessary to the successful execution of the job 14. Assumes other duties and responsibilities as assigned by supervisors.

NON-ESSENTIAL FUNCTIONS:

1. Other duties as assigned by the Director of Curriculum and Professional Learning

SKILLS AND PROFICIENCIES:

1. Exudes positivity and proactive/solutions-oriented approach to problem-solving.

2. Working knowledge of curriculum, instruction and assessment.

3. Ability to produce, analyze, interpret and summarize data.

4. Ability to interpret policy and procedures.

5. Knowledge of best practices at the district and building level.

6. Capacity to learn and become proficient on online learning platforms and tools.

7. Ability to maintain relationships with different departments of the organization for proper coordination and with grantees or fund providers.

8. Must possess excellent leadership and interpersonal skills.

9. Must possess strong writing and verbal communication/presentation skills.

10. Ability to align budgetary, human and material resources with goals and reporting requirements for district and IDOE.

ENTRY-LEVEL REQUIREMENTS:

1. Education/Training: An earned Master's degree from an accredited institution is required. 2. Experience: Five years of experience as a classroom teacher or school counselor in a public school setting is required.

3. Certification and/or Licenses: Holds a valid Indiana School Teaching license.

4. Other: The ability to perform the essential functions and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required. Success in working with people in establishing goals, setting objectives and developing action plans to produce the expected results is expected.

PHYSICAL REQUIREMENTS: The duties and responsibilities of the Instructional Coach (K-4) primarily involve a daily combination of office work, traveling through the school building and grounds, and interacting with students, teachers and parents. Efficient use of a personal computer is important to the effective accomplishment of these job responsibilities.

This job does not require heavy lifting or other physical abilities often associated with manual labor.

SENSORY REQUIREMENTS: The ability to communicate verbally in person and via telephone is very important. The ability to compose documents that are readily and fully understood is very important.

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Openings as of 4/6/2025

Instructional Coach

JobID: 2168

Position Type:
Elementary School Teaching/Instructional Coach

Date Posted:
3/31/2025

Location:
Pleasant Run Elementary

Closing Date:
Until filled

Description:
This position works 190 contract days (6 extra).

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Openings as of 4/6/2025

Elementary Music Teacher

JobID: 2111

Position Type:
Elementary School Teaching/Music - Instrumental

Date Posted:
1/7/2025

Location:
Brookview Elementary School

Closing Date:
Until filled

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Openings as of 4/6/2025

K-4 Resource Teacher

JobID: 2095

Position Type:
Elementary School Teaching/Special Education Teacher

Date Posted:
2/25/2025

Location:
Eastridge Elementary School

Closing Date:
Until filled

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Openings as of 4/6/2025

Special Education Resource Teacher

JobID: 1933

Position Type:
Elementary School Teaching/Special Education Teacher

Date Posted:
2/25/2025

Location:
Lowell Elementary School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Teacher

FLSA CLASSIFICATION: Exempt (Professional), salaried employee

WORK DAYS: 184 days (does not include holidays)

STANDARD HOURS PER DAY: 7 hours per day

WORK YEAR: The work year for the Teacher is set annually in a school calendar adopted by the Board of Education. Teachers work in schools that operate on one calendar; blended school year calendar.

SALARY SCHEDULE & BENEFITS: The Teacher is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. Starting salary $50,500 (BS)/$51,500 (MS) with 0 years of experience. REPORTS TO: The Teacher reports to the building Principal and/or other building administrators.

SUPERVISES: The Teacher supervises the instructional assistants who may be assigned to the Teacher’s classroom for that given period of time.

ESSENTIAL FUNCTIONS:

Works with administrators, other Teachers, and/or instructional teams to plan and implement instruction according to the District approved and adopted curriculum;
Develops daily lesson plans and presents lessons, using a variety of instructional methods and techniques, to ensure that the Teacher effectively covers the curriculum in a timely manner throughout the semester or school year;
Understands and implements the use of the adopted curriculum, instructional materials, and digital platforms;
Prepares instruction, using a variety of techniques and strategies, assignments and assessments for learning;
Monitors, assists, corrects, re-teaches and remediates student performance to ensure student progress;
Diagnoses and analyzes student progress and programs for the purpose of providing appropriate instruction based on the developmental stages and needs of students;
Evaluates and consistently provides feedback to students during instruction, small group sessions and via other digital platforms;
Utilizes classroom management techniques conducive to an effective classroom climate;
Effectively manages student behavior in the classroom and throughout the building, and administers appropriate discipline when necessary to achieve proper behavior;
Shows sensitivity to students, parents and the community and promotes student self-esteem;
Counsels students when academic difficulties or behavioral problems arise, seeking assistance for problems which are beyond the Teacher’s skills or expertise;
Maintains professional relationship between school and parents;
Maintains contact with parents through parent-teacher conferences, telephone, written communications, and District approved platforms;
Encourages parental involvement through school and online/virtual activities, connecting home and school;
Participates in an active and cooperative effort with other faculty and staff to plan, implement and evaluate instruction and instructional programs for continuing school improvement;
Participates in faculty meetings, staff development activities, and personal professional growth activities focused on the acquisition of new and improved skills and knowledge;
Conducts standardized tests in accordance with State guidelines, District policies, the Principal’s expectations;
Maintains all records as required, including but not limited to grade books, attendance records and student progress reports;
Assigns grades, recommends promotion or retention, and/or participates in decisions regarding students’ placement in appropriate classroom situations for the ensuing year;
Assists in the protection of students both on campus and online/virtually, and student’s property when on campus;
Supervision of students;
Responsible for keeping up to date on current technology, as job appropriate, being used in the District. With the support of the District, attends training to ensure skill level in various technologies is at the level required to perform in current position;
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Shares, with other Teacher/teachers and school staff, the responsibility for monitoring halls, study areas, and the lunchroom;
Performs related duties, such as sponsoring a student club or organization, coaching a team, or supervising after school activities;
Performs other duties as assigned by the building Principal.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Bachelor’s Degree from an accredited college or university is required.

4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.

Proficient use of technology is important in order to effectively provide instruction and communicate with families in order to effectively accomplish job responsibilities.

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Openings as of 4/6/2025

Special Education Teacher: Intensive Mental Health Program 25-26 School Year

JobID: 2158

Position Type:
Elementary School Teaching/Special Education Teacher

Date Posted:
3/13/2025

Location:
Liberty Park Elementary School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Teacher

FLSA CLASSIFICATION: Exempt (Professional), salaried employee

WORK DAYS: 184 days (does not include holidays)

STANDARD HOURS PER DAY: 7 hours per day

WORK YEAR: The work year for the Teacher is set annually in a school calendar adopted by the Board of Education. Teachers work in schools that operate on one calendar; blended school year calendar.

SALARY SCHEDULE & BENEFITS: The Teacher is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. Starting salary $50,500 (BS)/$51,500 (MS) with 0 years of experience. This position is eligible for a $2,500 one-time stipend.

REPORTS TO: The Teacher reports to the building Principal and/or other building administrators.

SUPERVISES: The Teacher supervises the instructional assistants who may be assigned to the Teacher’s classroom for that given period of time.

ESSENTIAL FUNCTIONS:

Works with administrators, other Teachers, and/or instructional teams to plan and implement instruction according to the District approved and adopted curriculum;
Develops daily lesson plans and presents lessons, using a variety of instructional methods and techniques, to ensure that the Teacher effectively covers the curriculum in a timely manner throughout the semester or school year;
Understands and implements the use of the adopted curriculum, instructional materials, and digital platforms;
Prepares instruction, using a variety of techniques and strategies, assignments and assessments for learning;
Monitors, assists, corrects, re-teaches and remediates student performance to ensure student progress;
Diagnoses and analyzes student progress and programs for the purpose of providing appropriate instruction based on the developmental stages and needs of students;
Evaluates and consistently provides feedback to students during instruction, small group sessions and via other digital platforms;
Utilizes classroom management techniques conducive to an effective classroom climate;
Effectively manages student behavior in the classroom and throughout the building, and administers appropriate discipline when necessary to achieve proper behavior;
Shows sensitivity to students, parents and the community and promotes student self-esteem;
Counsels students when academic difficulties or behavioral problems arise, seeking assistance for problems which are beyond the Teacher’s skills or expertise;
Maintains professional relationship between school and parents;
Maintains contact with parents through parent-teacher conferences, telephone, written communications, and District approved platforms;
Encourages parental involvement through school and online/virtual activities, connecting home and school;
Participates in an active and cooperative effort with other faculty and staff to plan, implement and evaluate instruction and instructional programs for continuing school improvement;
Participates in faculty meetings, staff development activities, and personal professional growth activities focused on the acquisition of new and improved skills and knowledge;
Conducts standardized tests in accordance with State guidelines, District policies, the Principal’s expectations;
Maintains all records as required, including but not limited to grade books, attendance records and student progress reports;
Assigns grades, recommends promotion or retention, and/or participates in decisions regarding students’ placement in appropriate classroom situations for the ensuing year;
Assists in the protection of students both on campus and online/virtually, and student’s property when on campus;
Supervision of students;
Responsible for keeping up to date on current technology, as job appropriate, being used in the District. With the support of the District, attends training to ensure skill level in various technologies is at the level required to perform in current position;
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Shares, with other Teacher/teachers and school staff, the responsibility for monitoring halls, study areas, and the lunchroom;
Performs related duties, such as sponsoring a student club or organization, coaching a team, or supervising after school activities;
Performs other duties as assigned by the building Principal.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Bachelor’s Degree from an accredited college or university is required.

4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.

Proficient use of technology is important in order to effectively provide instruction and communicate with families in order to effectively accomplish job responsibilities.

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Openings as of 4/6/2025

Multilingual Teacher

JobID: 1957

Position Type:
English/ML Learner (ELL) Teaching/ESL Teacher

Date Posted:
2/25/2025

Location:
Stonybrook Intermediate and Middle School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Teacher

FLSA CLASSIFICATION: Exempt (Professional), salaried employee

WORK DAYS: 184 days (does not include holidays)

STANDARD HOURS PER DAY: 7 hours per day

WORK YEAR: The work year for the Teacher is set annually in a school calendar adopted by the Board of Education. Teachers work in schools that operate on one calendar; blended school year calendar.

SUPERVISES: The Teacher supervises the instructional assistants who may be assigned to the Teacher’s classroom for that given period of time.

ESSENTIAL FUNCTIONS:

Works with administrators, other Teachers, and/or instructional teams to plan and implement instruction according to the District approved and adopted curriculum;
Develops daily lesson plans and presents lessons, using a variety of instructional methods and techniques, to ensure that the Teacher effectively covers the curriculum in a timely manner throughout the semester or school year;
Understands and implements the use of the adopted curriculum, instructional materials, and digital platforms;
Prepares instruction, using a variety of techniques and strategies, assignments and assessments for learning;
Monitors, assists, corrects, re-teaches and remediates student performance to ensure student progress;
Diagnoses and analyzes student progress and programs for the purpose of providing appropriate instruction based on the developmental stages and needs of students;
Evaluates and consistently provides feedback to students during instruction, small group sessions and via other digital platforms;
Utilizes classroom management techniques conducive to an effective classroom climate;
Effectively manages student behavior in the classroom and throughout the building, and administers appropriate discipline when necessary to achieve proper behavior;
Shows sensitivity to students, parents and the community and promotes student self-esteem;
Counsels students when academic difficulties or behavioral problems arise, seeking assistance for problems which are beyond the Teacher’s skills or expertise;
Maintains professional relationship between school and parents;
Maintains contact with parents through parent-teacher conferences, telephone, written communications, and District approved platforms;
Encourages parental involvement through school and online/virtual activities, connecting home and school;
Participates in an active and cooperative effort with other faculty and staff to plan, implement and evaluate instruction and instructional programs for continuing school improvement;
Participates in faculty meetings, staff development activities, and personal professional growth activities focused on the acquisition of new and improved skills and knowledge;
Conducts standardized tests in accordance with State guidelines, District policies, the Principal’s expectations;
Maintains all records as required, including but not limited to grade books, attendance records and student progress reports;
Assigns grades, recommends promotion or retention, and/or participates in decisions regarding students’ placement in appropriate classroom situations for the ensuing year;
Assists in the protection of students both on campus and online/virtually, and student’s property when on campus;
Supervision of students;
Responsible for keeping up to date on current technology, as job appropriate, being used in the District. With the support of the District, attends training to ensure skill level in various technologies is at the level required to perform in current position;
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Shares, with other Teacher/teachers and school staff, the responsibility for monitoring halls, study areas, and the lunchroom;
Performs related duties, such as sponsoring a student club or organization, coaching a team, or supervising after school activities;
Performs other duties as assigned by the building Principal.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Bachelor’s Degree from an accredited college or university is required.

4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.

Proficient use of technology is important in order to effectively provide instruction and communicate with families in order to effectively accomplish job responsibilities.

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Openings as of 4/6/2025

ML Teacher

JobID: 2159

Position Type:
English/ML Learner (ELL) Teaching/ML (ELL) Teacher

Date Posted:
3/18/2025

Location:
Warren Central High School

Closing Date:
Until filled

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Openings as of 4/6/2025

Barbering Instructor

JobID: 2164

Position Type:
High School Teaching

Date Posted:
3/21/2025

Location:
Walker Career Center

Closing Date:
Until filled

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Openings as of 4/6/2025

Masonry Instructor

JobID: 2163

Position Type:
High School Teaching/Industrial-Technology Education Teacher

Date Posted:
3/21/2025

Location:
Walker Career Center

Closing Date:
Until filled

184-day contract

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Openings as of 4/6/2025

Grade 5 Teacher

JobID: 1950

Position Type:
Intermediate School Teaching/Grade 5 Teacher

Date Posted:
2/25/2025

Location:
Creston Intermediate and Middle School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Teacher

FLSA CLASSIFICATION: Exempt (Professional), salaried employee

WORK DAYS: 184 days (does not include holidays)

STANDARD HOURS PER DAY: 7 hours per day

WORK YEAR: The work year for the Teacher is set annually in a school calendar adopted by the Board of Education. Teachers work in schools that operate on one calendar; blended school year calendar.

SALARY SCHEDULE & BENEFITS: The Teacher is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. Starting salary $50,500 (BS)/$51,500 (MS) with 0 years of experience.

REPORTS TO: The Teacher reports to the building Principal and/or other building administrators.

SUPERVISES: The Teacher supervises the instructional assistants who may be assigned to the Teacher’s classroom for that given period of time.

ESSENTIAL FUNCTIONS:

Works with administrators, other Teachers, and/or instructional teams to plan and implement instruction according to the District approved and adopted curriculum;
Develops daily lesson plans and presents lessons, using a variety of instructional methods and techniques, to ensure that the Teacher effectively covers the curriculum in a timely manner throughout the semester or school year;
Understands and implements the use of the adopted curriculum, instructional materials, and digital platforms;
Prepares instruction, using a variety of techniques and strategies, assignments and assessments for learning;
Monitors, assists, corrects, re-teaches and remediates student performance to ensure student progress;
Diagnoses and analyzes student progress and programs for the purpose of providing appropriate instruction based on the developmental stages and needs of students;
Evaluates and consistently provides feedback to students during instruction, small group sessions and via other digital platforms;
Utilizes classroom management techniques conducive to an effective classroom climate;
Effectively manages student behavior in the classroom and throughout the building, and administers appropriate discipline when necessary to achieve proper behavior;
Shows sensitivity to students, parents and the community and promotes student self-esteem;
Counsels students when academic difficulties or behavioral problems arise, seeking assistance for problems which are beyond the Teacher’s skills or expertise;
Maintains professional relationship between school and parents;
Maintains contact with parents through parent-teacher conferences, telephone, written communications, and District approved platforms;
Encourages parental involvement through school and online/virtual activities, connecting home and school;
Participates in an active and cooperative effort with other faculty and staff to plan, implement and evaluate instruction and instructional programs for continuing school improvement;
Participates in faculty meetings, staff development activities, and personal professional growth activities focused on the acquisition of new and improved skills and knowledge;
Conducts standardized tests in accordance with State guidelines, District policies, the Principal’s expectations;
Maintains all records as required, including but not limited to grade books, attendance records and student progress reports;
Assigns grades, recommends promotion or retention, and/or participates in decisions regarding students’ placement in appropriate classroom situations for the ensuing year;
Assists in the protection of students both on campus and online/virtually, and student’s property when on campus;
Supervision of students;
Responsible for keeping up to date on current technology, as job appropriate, being used in the District. With the support of the District, attends training to ensure skill level in various technologies is at the level required to perform in current position;
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Shares, with other Teacher/teachers and school staff, the responsibility for monitoring halls, study areas, and the lunchroom;
Performs related duties, such as sponsoring a student club or organization, coaching a team, or supervising after school activities;
Performs other duties as assigned by the building Principal.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Bachelor’s Degree from an accredited college or university is required.

4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.

Proficient use of technology is important in order to effectively provide instruction and communicate with families in order to effectively accomplish job responsibilities.

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Openings as of 4/6/2025

Grade 5 Language Arts

JobID: 2096

Position Type:
Intermediate School Teaching/Grade 5 Teacher

Date Posted:
2/25/2025

Location:
Stonybrook Intermediate and Middle School

Closing Date:
Until filled

Attachment(s):

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Openings as of 4/6/2025

Grade 6 Teacher

JobID: 1949

Position Type:
Intermediate School Teaching/Grade 6 Teacher

Date Posted:
2/25/2025

Location:
Creston Intermediate and Middle School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Teacher

FLSA CLASSIFICATION: Exempt (Professional), salaried employee

WORK DAYS: 184 days (does not include holidays)

STANDARD HOURS PER DAY: 7 hours per day

WORK YEAR: The work year for the Teacher is set annually in a school calendar adopted by the Board of Education. Teachers work in schools that operate on one calendar; blended school year calendar.

SALARY SCHEDULE & BENEFITS: The Teacher is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. Starting salary $50,500 (BS)/$51,500 (MS) with 0 years of experience.

REPORTS TO: The Teacher reports to the building Principal and/or other building administrators.

SUPERVISES: The Teacher supervises the instructional assistants who may be assigned to the Teacher’s classroom for that given period of time.

ESSENTIAL FUNCTIONS:

Works with administrators, other Teachers, and/or instructional teams to plan and implement instruction according to the District approved and adopted curriculum;
Develops daily lesson plans and presents lessons, using a variety of instructional methods and techniques, to ensure that the Teacher effectively covers the curriculum in a timely manner throughout the semester or school year;
Understands and implements the use of the adopted curriculum, instructional materials, and digital platforms;
Prepares instruction, using a variety of techniques and strategies, assignments and assessments for learning;
Monitors, assists, corrects, re-teaches and remediates student performance to ensure student progress;
Diagnoses and analyzes student progress and programs for the purpose of providing appropriate instruction based on the developmental stages and needs of students;
Evaluates and consistently provides feedback to students during instruction, small group sessions and via other digital platforms;
Utilizes classroom management techniques conducive to an effective classroom climate;
Effectively manages student behavior in the classroom and throughout the building, and administers appropriate discipline when necessary to achieve proper behavior;
Shows sensitivity to students, parents and the community and promotes student self-esteem;
Counsels students when academic difficulties or behavioral problems arise, seeking assistance for problems which are beyond the Teacher’s skills or expertise;
Maintains professional relationship between school and parents;
Maintains contact with parents through parent-teacher conferences, telephone, written communications, and District approved platforms;
Encourages parental involvement through school and online/virtual activities, connecting home and school;
Participates in an active and cooperative effort with other faculty and staff to plan, implement and evaluate instruction and instructional programs for continuing school improvement;
Participates in faculty meetings, staff development activities, and personal professional growth activities focused on the acquisition of new and improved skills and knowledge;
Conducts standardized tests in accordance with State guidelines, District policies, the Principal’s expectations;
Maintains all records as required, including but not limited to grade books, attendance records and student progress reports;
Assigns grades, recommends promotion or retention, and/or participates in decisions regarding students’ placement in appropriate classroom situations for the ensuing year;
Assists in the protection of students both on campus and online/virtually, and student’s property when on campus;
Supervision of students;
Responsible for keeping up to date on current technology, as job appropriate, being used in the District. With the support of the District, attends training to ensure skill level in various technologies is at the level required to perform in current position;
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Shares, with other Teacher/teachers and school staff, the responsibility for monitoring halls, study areas, and the lunchroom;
Performs related duties, such as sponsoring a student club or organization, coaching a team, or supervising after school activities;
Performs other duties as assigned by the building Principal.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Bachelor’s Degree from an accredited college or university is required.

4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.

Proficient use of technology is important in order to effectively provide instruction and communicate with families in order to effectively accomplish job responsibilities.

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Openings as of 4/6/2025

Grade 5 Dual Language ELA Teacher

JobID: 2142

Position Type:
Intermediate School Teaching/Language Arts Teacher

Date Posted:
2/14/2025

Location:
Stonybrook Intermediate and Middle School

Date Available:
07/18/2025

Closing Date:
Until filled

Additional Information: Show/Hide
JOB TITLE: Dual Language Teacher
FLSA CLASSIFICATION: Exempt (Professional), salaried employee
WORK DAYS: 184 days (does not include holidays)
STANDARD HOURS PER DAY: 7 hours per day
WORK YEAR: The work year for the Dual Language Teacher is set annually in a school calendar adopted by the Board of Education. Dual Language Teachers work in schools that operate on one calendar; blended school year calendar.
SALARY SCHEDULE & BENEFITS: The Dual Language Teacher is paid on the “Dual Language Teacher s” salary schedule, and is eligible for benefits on the “Dual Language Teacher s” benefits schedule. Starting salary $50,500 (BS)/$51,500 (MS) with 0 years of experience.
REPORTS TO: The Dual Language Teacher reports to the building Principal and/or other building administrators.
SUPERVISES: The Dual Language Teacher supervises the instructional assistants who may be assigned to the Dual Language Teacher ’s classroom for that given period of time.
GENERAL SUMMARY: The Dual Language Teacher is responsible for teaching groups of students in a classroom setting in the target language of Spanish, based on a curriculum and supported by instructional materials adopted by the Board of Education. The Dual Language Teacher is responsible for developing daily lesson plans to ensure that the Dual Language Teacher covers the curricular content in a timely manner throughout the semester or school year. The Dual Language Teacher uses a variety of instructional methods and techniques to meet the unique needs of the individual students and to assess their learning; the Dual Language Teacher modifies instruction, re-teaches and remediates to ensure the students’ success.
ESSENTIAL FUNCTIONS:

Works with administrators, other Dual Language Teachers, and/or instructional teams to plan and implement instruction according to the District approved and adopted curriculum;
Create and maintain a culturally responsive classroom environment that values and integrates diverse perspectives, backgrounds, and experiences to support student learning and engagement.
Develops daily lesson plans and presents lessons, using a variety of instructional methods and techniques, to ensure that the Dual Language Teacher effectively covers the curriculum in a timely manner throughout the semester or school year;
Possess and demonstrate excellent written and verbal communication skills, including the ability to deliver instruction effectively in both English and Spanish.
Understands and implements the use of the adopted curriculum, instructional materials, and digital platforms;
Prepares instruction, using a variety of techniques and strategies, assignments and assessments for learning;
Adhere to the designated language allocation plan (e.g., 50/50 or 90/10 immersion model) to support bilingual instruction and student language development.
Monitors, assists, corrects, re-teaches and remediates student performance to ensure student progress;
Diagnoses and analyzes student progress and programs for the purpose of providing appropriate instruction based on the developmental stages and needs of students;
Evaluates and consistently provides feedback to students during instruction, small group sessions and via other digital platforms;
Utilizes classroom management techniques conducive to an effective classroom climate;
Effectively manages student behavior in the classroom and throughout the building, and administers appropriate discipline when necessary to achieve proper behavior;
Shows sensitivity to students, parents and the community and promotes student self-esteem;
Counsels students when academic difficulties or behavioral problems arise, seeking assistance for problems which are beyond the Dual Language Teacher’s skills or expertise;
Maintains professional relationship between school and parents;
Maintains contact with parents through parent-Dual Language Teacher conferences, telephone, written communications, and District approved platforms;
Encourages parental involvement through school and online/virtual activities, connecting home and school;
Work collaboratively with partner teachers, ML specialists, and language support staff to support student learning and language development.
Participates in faculty meetings, staff development activities, and personal professional growth activities focused on the acquisition of new and improved skills and knowledge;
Conducts standardized tests in accordance with State guidelines, District policies, the Principal’s expectations;
Maintains all records as required, including but not limited to grade books, attendance records and student progress reports;
Assigns grades, recommends promotion or retention, and/or participates in decisions regarding students’ placement in appropriate classroom situations for the ensuing year;
Assists in the protection of students both on campus and online/virtually, and student’s property when on campus;
Supervision of students;
Responsible for keeping up to date on current technology, as job appropriate, being used in the District. With the support of the District, attends training to ensure skill level in various technologies is at the level required to perform in current position;
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Shares, with other Dual Language Teacher /Dual Language Teachers and school staff, the responsibility for monitoring halls, study areas, and the lunchroom;
Performs related duties, such as sponsoring a student club or organization, coaching a team, or supervising after school activities;
Performs other duties as assigned by the building Principal.

ENTRY-LEVEL REQUIREMENTS:
1. EDUCATION/TRAINING: Bachelor’s Degree from an accredited college or university is required.
2. EXPERIENCE: Satisfactory completion of student teaching and all coursework required by the college/university and required by the Division of Professional Standards (Indiana Department of Education) for an Indiana Dual Language Teacher ’s License.
3. CERTIFICATIONS &/OR LICENSES: Current and valid Indiana Dual Language Teacher ’s License in the grade level and/or subject area for which the Dual Language Teacher is being employed is required (or eligibility for an Emergency Permit, if the District is willing to submit a request for an Emergency Permit).

English as a New Language (ENL) Endorsement and/or Dual Language Immersion (DLI ) Certification (preferred)
Elementary or Secondary Education License depending on the grade level taught.

4. OTHER: Fluent in Spanish (Reading, Writing, Listening and Speaking).

Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.

PHYSICAL REQUIREMENTS: The duties and responsibilities of the Dual Language Teacher primarily involve talking to, listening to, and interacting with students. Physical movement throughout the school building and classroom to personally engage with students and staff is very important.
This job typically involves some combination of walking, standing and sitting, and may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (l2-20 pounds). However, this job does not require heavy lifting or other physical abilities often associated with manual labor.
Proficient use of technology is important in order to effectively provide instruction and communicate with families in order to effectively accomplish job responsibilities.
SENSORY REQUIREMENTS: The ability to communicate verbally in person/virtually, is very important. The ability to present instructional lessons and to explain ideas in ways that are readily and fully understood by students is very important. Monitoring student behavior may require visual and/or auditory perception and discrimination.

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Openings as of 4/6/2025

Grade 5 Mathematics

JobID: 2155

Position Type:
Intermediate School Teaching/Mathematics Teacher

Date Posted:
3/5/2025

Location:
Stonybrook Intermediate and Middle School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Teacher

FLSA CLASSIFICATION: Exempt (Professional), salaried employee

WORK DAYS: 184 days (does not include holidays)

STANDARD HOURS PER DAY: 7 hours per day

REPORTS TO: The Teacher reports to the building Principal and/or other building administrators.

SUPERVISES: The Teacher supervises the instructional assistants who may be assigned to the Teacher’s classroom for that given period of time.

ESSENTIAL FUNCTIONS:

Works with administrators, other Teachers, and/or instructional teams to plan and implement instruction according to the District approved and adopted curriculum;
Develops daily lesson plans and presents lessons, using a variety of instructional methods and techniques, to ensure that the Teacher effectively covers the curriculum in a timely manner throughout the semester or school year;
Understands and implements the use of the adopted curriculum, instructional materials, and digital platforms;
Prepares instruction, using a variety of techniques and strategies, assignments and assessments for learning;
Monitors, assists, corrects, re-teaches and remediates student performance to ensure student progress;
Diagnoses and analyzes student progress and programs for the purpose of providing appropriate instruction based on the developmental stages and needs of students;
Evaluates and consistently provides feedback to students during instruction, small group sessions and via other digital platforms;
Utilizes classroom management techniques conducive to an effective classroom climate;
Effectively manages student behavior in the classroom and throughout the building, and administers appropriate discipline when necessary to achieve proper behavior;
Shows sensitivity to students, parents and the community and promotes student self-esteem;
Counsels students when academic difficulties or behavioral problems arise, seeking assistance for problems which are beyond the Teacher’s skills or expertise;
Maintains professional relationship between school and parents;
Maintains contact with parents through parent-teacher conferences, telephone, written communications, and District approved platforms;
Encourages parental involvement through school and online/virtual activities, connecting home and school;
Participates in an active and cooperative effort with other faculty and staff to plan, implement and evaluate instruction and instructional programs for continuing school improvement;
Participates in faculty meetings, staff development activities, and personal professional growth activities focused on the acquisition of new and improved skills and knowledge;
Conducts standardized tests in accordance with State guidelines, District policies, the Principal’s expectations;
Maintains all records as required, including but not limited to grade books, attendance records and student progress reports;
Assigns grades, recommends promotion or retention, and/or participates in decisions regarding students’ placement in appropriate classroom situations for the ensuing year;
Assists in the protection of students both on campus and online/virtually, and student’s property when on campus;
Supervision of students;
Responsible for keeping up to date on current technology, as job appropriate, being used in the District. With the support of the District, attends training to ensure skill level in various technologies is at the level required to perform in current position;
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Shares, with other Teacher/teachers and school staff, the responsibility for monitoring halls, study areas, and the lunchroom;
Performs related duties, such as sponsoring a student club or organization, coaching a team, or supervising after school activities;
Performs other duties as assigned by the building Principal.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Bachelor’s Degree from an accredited college or university is required.

4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.

Proficient use of technology is important in order to effectively provide instruction and communicate with families in order to effectively accomplish job responsibilities.

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Openings as of 4/6/2025

Middle School Athletic Coordinator

JobID: 2160

Position Type:
Intermediate/Middle School Teaching/Middle School Athletic Coordinator

Date Posted:
3/19/2025

Location:
Creston Intermediate and Middle School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Middle School Athletic Coordinator

FLSA CLASSIFICATION: Exempt (Professional), salaried employee

WORK DAYS: 184 days (does not include holidays)

STANDARD HOURS PER DAY:

7 hours per day (“Teacher Contract/Salary”)
In addition, hours outside of Teacher Contract Time, after school hours (4PM - end of practices, games, matches, study tables, parent meetings, etc) and occasional weekends (“Stipend”)

SALARY SCHEDULE & BENEFITS:

The IMS Athletic Coordinator is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule.
Starting salary $50,500 (BS)/$51,500 (MS) with 0 years of experience.
The stipend for the Middle School Athletic Coordinator is $12,095.

REPORTS TO: The IMS Athletic Coordinator reports to the Principal of their building.

SUPERVISES: The IMS Athletic Coordinator supervises coaches (for evaluation purposes) and event workers.

GENERAL SUMMARY: The Intermediate Middle School Athletic Coordinator is responsible for overseeing the administration, staffing, scheduling, and event management of the middle school athletic program. This role ensures alignment with the district’s vision, promotes student-athlete academic achievement, and maintains a culture of fairness and inclusivity.

ESSENTIAL FUNCTIONS:

Program Administration

Establish and implement a vision for the athletic program that aligns with the district’s intermediate/middle and high school athletic programs.
Ensure athletic programs complement the academic mission of the school, integrating CORE values and academic achievement.
Promote an inclusive environment that encourages participation from all students, including those from intermediate academies.

Develop and implement athletic policies in alignment with school, district, and governing bodies (e.g., state athletic associations).
Organize and oversee an eligibility tutoring program to support student-athletes’ academic success.
Conduct seasonal meetings with parents/guardians to discuss expectations, policies, and student-athlete development.
Communicate athletic physical and eligibility requirements clearly and effectively.

Manage the athletic program’s budget, ensuring financial sustainability and responsible allocation of resources.
Oversee revenue streams such as ticket sales, fundraising efforts, and sponsorships.
Implement checks and balances to maintain compliance with prescribed accounting practices.

Staffing & Scheduling

Oversee the hiring process for coaches - recruit, interview, and recommend candidates for coaching positions.
Provide training and support to coaches to ensure alignment with district expectations.
Conduct evaluations and provide constructive feedback for coaches' professional growth.
Address disciplinary concerns regarding coaching staff as needed.

Develop and maintain athletic event schedules, ensuring accurate documentation of dates, times, and locations.
Coordinate schedules in alignment with school and district calendars to avoid academic conflicts.
Ensure a fair balance of home and away games while minimizing travel disruptions for students.
Communicate schedule changes promptly to all stakeholders, including coaches, players, parents, officials, and event workers.

Oversee the acquisition, maintenance, and distribution of athletic equipment.
Ensure all equipment meets safety and performance standards.
Coordinate facility use, ensuring spaces are available for multi-purpose activities while maintaining safety and efficiency.
Manage uniform rotation and replacement to maintain professional representation of the school and district brand.
Maintain emergency medical kits and ensure all medical information for athletes is up-to-date.

Event Administration

Ensure proper supervision and administration of all hosted athletic events.
Arrange for administrative coverage for away events when necessary.
Serve as a liaison between schools, officials, and event staff to ensure smooth operations.

Contract game officials and ensure they receive proper accommodations and compensation.
Hire, train, and supervise event workers such as ticket sellers, scoreboard operators, and security personnel.
Coordinate with Warren Police Department and athletic trainers to ensure adequate security and medical support for events.
Develop a contingency plan for staffing changes due to cancellations or emergencies.

Arrange transportation for all away games and competitions.
Optimize transportation costs by combining teams and trips when possible.
Ensure safe and efficient travel by assigning adult supervision on all buses.
Implement accountability protocols to track student-athlete travel arrangements.

Culture & Leadership

Foster a culture of respect and collaboration among students, staff, parents, and the community.
Serve as a role model for sportsmanship and professionalism in all interactions.Support student-athletes, parents, coaches, and staff to foster a positive school environment.
Assist with non-athletic duties, including lunchroom/hallway supervision, classroom coverage, and transportation duty.
Take on leadership roles in school-wide initiatives and district-wide athletic meetings.

Serve as a liaison between student-athletes, coaches, parents, teachers, and school administration.
Maintain open lines of communication through meetings, emails, newsletters, and social media updates.
Promote athletic program accomplishments through local media and school communications.
Organize and participate in meetings between middle school and high school coaches to ensure program continuity.

Stay up to date on rule changes, coaching techniques, and athletic program best practices.
Participate in professional organizations, workshops, and conferences related to athletic administration.
Engage in professional learning opportunities provided at the school and district level.

NON-ESSENTIAL FUNCTIONS:

1. Other duties as assigned by the Principal.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING:

Master’s degree required.
Teaching Certification and/or additional licensure

2. EXPERIENCE:

Experience as an assistant athletic director, administrator or coach of a high performing school or program.
Experience in dealing effectively with the general public and large groups is preferred.

3. CERTIFICATIONS &/OR LICENSES: Valid Indiana Teacher’s license in secondary administration and supervision is a plus.

4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required.

PHYSICAL REQUIREMENTS: The duties and responsibilities of the IMS Athletic Coordinator involve a daily combination of office work, traveling throughout the building and grounds, and interacting verbally with students, staff, parents, members of the community, and school administrators in other districts.

This job does require heavy lifting, up to 50lbs or other physical abilities often associated with manual labor.

SENSORY REQUIREMENTS: The ability to communicate verbally in person and via telephone is very important. The ability to compose documents that are readily and fully understood is very important.

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Openings as of 4/6/2025

Carpenter/Finishes

JobID: 2128

Position Type:
Maintenance/Custodial

Date Posted:
1/29/2025

Location:
Porter Service Center

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Carpenter/Finishes

FLSA CLASSIFICATION: Non-exempt, hourly employee.

WORK DAYS: 261 (including paid holidays and paid vacation time).

STANDARD HOURS PER DAY: 8 hours per day (not including a 60-minute unpaid duty-free meal break).

WORK YEAR: The work year for the Carpenter begins on the first weekday in July, and ends 12 months later on the last weekday in June.

SALARY SCHEDULE & BENEFITS: The Carpenter is paid on the “Maintenance, Grounds and Skilled Personnel” salary schedule, and is eligible for benefits on the “Support Staff” benefits schedule. *Starting hourly rate is $ 21.71 for entry level technician, commensurate with experience.

REPORTS TO: The Carpenter reports to the Assistant Director of Facilities and Environment.

SUPERVISES: The Carpenter does not supervise any other employee(s).

GENERALSUMMARY OF DUTIES:

Under general supervision, the Carpenter performs basic to semi-skilled trades work related to various installation, maintenance and carpentry repair tasks and projects for the school district. Employees in this classification generally function in an entry level capacity, and function independently within scope of abilities, or participate in projects as part of a work crew. Work areas include, but are not necessarily limited to, new construction, outdoor structures, and interior facilities. Performs related work as directed.

ESSENTIAL FUNCTIONS:

Functions independently, or as part of a work crew engaged in installation, maintenance and carpentry repair projects and tasks.
Receives work orders and coordinates project tasks; determines equipment, materials, tools and supplies required per job site.
Prepares cost estimates, work orders and purchase orders for required materials, supplies and equipment; maintains inventory records concerning assigned service vehicle, tools and equipment.
Performs necessary calculations in estimating materials and supplies requirements, i.e., measuring distances and square footage, measuring angles and heights, figuring quantities and coverage.
Performs and assists with carpentry installation tasks including, but not limited to, interior wallboard, exterior siding, access ramps, porches, steps, flooring, sub-flooring, doors and door locks, windows, ceilings, baseboards, roofing and trim.
Performs maintenance, servicing, remodeling, and repair tasks on interior and exterior facilities and structures, to include refurbishing existing furniture items, i.e., desks, tables, shelving, cabinetry.
Ensures proper cleaning and maintenance of equipment, tools, materials, and vehicles utilized per work site; ensures adherence to principles and practices of safe use and operation of equipment, tools, materials, and vehicles.
Coordinates projects and tasks with school staff as applicable, i.e., informing teachers of what materials to remove from surfaces, scheduling when students must be moved to separate locations.
Performs clean up and work site restoration activities, i.e., cleaning flooring, replacing furniture, wiping down surfaces.
Reviews drawings, blue prints, sketches and/or related specifications outlining project tasks and sequencing.
Responds to and takes appropriate actions in the event of emergency or critical incidents, i.e., fires, flooding, hurricanes.
Responsible for keeping up to date on current technology, as job appropriate, being used by Warren.
With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
Responsible for timely and accurate information maintained as part of the job responsibilities.

NON-ESSENTIAL FUNCTIONS:

While the following tasks are necessary for the work of the department, they are not an essential part of the purpose of this position and may also be performed by other department members:

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: High school diploma or GED is required.

2. EXPERIENCE: At least one year of previous carpentry experience is required.

3. CERTIFICATIONS &/OR LICENSES: The ability to obtain and maintain a valid Indiana driver’s license is required in order to drive Warren vehicles.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to calculate, compute, summate, and/or tabulate data and/or information. Includes performing subsequent actions in relation to these computational operations.
Human Interaction: Requires the ability to exchange information for the purpose of obtaining information or clarifying details. Performs such within well established policies, procedures and standards.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to overhaul, restore, renovate, construct, and/or rebuild carpentry or objects, requiring adherence to prescribed standards and specifications.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, design, and/or advisory data and information.
Mathematical Aptitude: Requires the ability to perform addition, subtraction, multiplication and division; ability to calculate decimals and percentages; utilize geometric principles.
Functional Reasoning: Requires ability to carry out instructions furnished in written, oral, or diagrammatic form. Involves semi-routine standardized work with some latitude for independent judgment concerning choices of action.
Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving evaluation of information against measurable or verifiable criteria.

SENSORY REQUIREMENTS: Some tasks may require the ability to perceive and discriminate depths. Some tasks require the ability to perceive and discriminate textures. Most tasks require visual perception and discrimination.

ENVIRONMENTAL FACTORS: Tasks are regularly performed with some exposure to adverse environmental conditions, such as dust, noise extremes, machinery, vibrations, electric currents, strong odors and toxic/poisonous agents.

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Openings as of 4/6/2025

Part-Time School Year Custodian

JobID: 2060

Position Type:
Maintenance/Custodial/Custodian

Date Posted:
10/24/2024

Location:
Warren Central High School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE:	Part-Time School Year Custodian (Event Worker)
FLSA CLASSIFICATION:	Non-exempt, hourly employee
WORK DAYS:	Saturday and Sunday Events Possibility of one additional day during the week to fill a need
STANDARD HOURS PER DAY:	Up to 12 hours per day (not including a 30-minute unpaid mealtime). Not to exceed 28 hours per week.
WORK YEAR:	The custodian's work year begins July 18, 2-24 - June 2, 2025
SALARY SCHEDULE & BENEFITS:	The Part-Time School Year Custodian is paid on the “Custodians” salary schedule and is NOT eligible for benefits on the “Support Staff” benefits schedule.
REPORTS TO:	The Part-Time School Year Custodian reports to the Building Manager or designee (Team Leader).
SUPERVISES:	The Part-Time School Year Custodian does not supervise other employees(s).

GENERAL SUMMARY OF DUTIES:

Under general supervision, the Part-Time School Year Custodian performs custodial tasks for a district-assigned school, Warren Central High School. The Custodial Team Members will perform routine custodial tasks supporting weekend events that provide school personnel, students, and the public with an environmentally safe, clean, attractive, comfortable, and efficient place to work and conduct school activities. Performs related work as directed.

ESSENTIAL FUNCTIONS:

Ensures that the assigned areas are properly opened daily and fully secured upon completion of daily tasks (i.e., locking doors and windows, turning off electrical equipment, etc.).
Performs sanitizing tasks in various facility areas (i.e., restrooms, kitchen and food areas, cafeterias, etc.).
Performs custodial tasks (i.e., emptying and cleaning waste receptacles, washing windows, dusting furniture, cleaning vents, fans, walls, etc.).
Performs physically demanding tasks requiring the use of cleaning equipment and heavy custodial equipment (i.e., vacuuming, mopping, stripping, waxing, floor buffing, etc.).
Uses electrical cleaning equipment (i.e., vacuum cleaners, shampoo machines, high-speed buffers, etc.) to clean the assigned facility during the assigned hours.
Uses appropriate chemicals and cleaners safely and productively according to instructions and established rules/regulations to ensure the safety of students, the public, and all staff (including the custodian).
Respond to emergencies to confine, resolve, or prevent injurious or otherwise hazardous conditions (i.e., spills, broken windows, broken locks, etc.).
Moves furniture and other equipment in the performance of duties.
Cleans equipment and tools after use and maintains cleanliness and order in storage areas.
Report equipment malfunctions and facility maintenance needs to your immediate supervisor.
Performs routine maintenance on facility custodial equipment, such as changing vacuum cleaner bags, changing buffer machine pads, and checking batteries for equipment when needed.
Performs non-cleaning tasks in general facility maintenance (i.e., changing light bulbs, filling paper and soap dispensers, assisting in setting up and breaking down meetings/conferences, etc.).
Functions independently or as part of a custodial crew depending on the nature of the task, such as in seasonal/extreme weather facility preparations and other major custodial projects.
Responsible for checking email regularly, keeping up to date on District information on the Warren Employee Portal, as job appropriate.
With the support of the District, attends training to ensure proficiency at the level required to perform in current position.
Responsible for maintaining timely and accurate information as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: High school diploma or GED preferred.

2. EXPERIENCE: Previous work experience demonstrating the ability to safely and effectively operate standard facility custodial equipment and fulfill the work's physical requirements or an equivalent combination of education, training, and experience.

3. CERTIFICATION &/OR LICENSURE: None required.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to arrange, compare, count, differentiate, measure, and/or sort data and information. Includes judging whether readily observable functional, structural, or compositional characteristics are similar to or divergent from prescribed standards, procedures or routines.
Human Interaction requires the ability to exchange information to obtain information or clarify details. It is performed within well-established policies, procedures, and standards.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of electrically powered custodial equipment, and hand-held supplies and cleaning tools.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and advisory data and information.
Mathematical Aptitude: Requires the ability to perform addition and subtraction.
Functional Reasoning: Requires ability to carry out instructions furnished in written, oral, or diagrammatic form. Involves semi-routine standardized work with some latitude for independent judgment concerning choices of action.
Situational Reasoning requires the ability to exercise judgment, decisiveness, and creativity in situations involving a variety of generally pre-defined duties that are often characterized by frequent change.

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Openings as of 4/6/2025

Grade 8 Language Arts Teacher

JobID: 2033

Position Type:
Middle School Teaching/Language Arts Teacher

Date Posted:
2/25/2025

Location:
Stonybrook Intermediate and Middle School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Teacher

FLSA CLASSIFICATION: Exempt (Professional), salaried employee

WORK DAYS: 184 days (does not include holidays)

STANDARD HOURS PER DAY: 7 hours per day

WORK YEAR: The work year for the Teacher is set annually in a school calendar adopted by the Board of Education. Teachers work in schools that operate on one calendar; blended school year calendar.

SALARY SCHEDULE & BENEFITS: The Teacher is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. Starting salary $50,500 (BS)/$51,500 (MS) with 0 years of experience.

REPORTS TO: The Teacher reports to the building Principal and/or other building administrators.

SUPERVISES: The Teacher supervises the instructional assistants who may be assigned to the Teacher’s classroom for that given period of time.

ESSENTIAL FUNCTIONS:

Works with administrators, other Teachers, and/or instructional teams to plan and implement instruction according to the District approved and adopted curriculum;
Develops daily lesson plans and presents lessons, using a variety of instructional methods and techniques, to ensure that the Teacher effectively covers the curriculum in a timely manner throughout the semester or school year;
Understands and implements the use of the adopted curriculum, instructional materials, and digital platforms;
Prepares instruction, using a variety of techniques and strategies, assignments and assessments for learning;
Monitors, assists, corrects, re-teaches and remediates student performance to ensure student progress;
Diagnoses and analyzes student progress and programs for the purpose of providing appropriate instruction based on the developmental stages and needs of students;
Evaluates and consistently provides feedback to students during instruction, small group sessions and via other digital platforms;
Utilizes classroom management techniques conducive to an effective classroom climate;
Effectively manages student behavior in the classroom and throughout the building, and administers appropriate discipline when necessary to achieve proper behavior;
Shows sensitivity to students, parents and the community and promotes student self-esteem;
Counsels students when academic difficulties or behavioral problems arise, seeking assistance for problems which are beyond the Teacher’s skills or expertise;
Maintains professional relationship between school and parents;
Maintains contact with parents through parent-teacher conferences, telephone, written communications, and District approved platforms;
Encourages parental involvement through school and online/virtual activities, connecting home and school;
Participates in an active and cooperative effort with other faculty and staff to plan, implement and evaluate instruction and instructional programs for continuing school improvement;
Participates in faculty meetings, staff development activities, and personal professional growth activities focused on the acquisition of new and improved skills and knowledge;
Conducts standardized tests in accordance with State guidelines, District policies, the Principal’s expectations;
Maintains all records as required, including but not limited to grade books, attendance records and student progress reports;
Assigns grades, recommends promotion or retention, and/or participates in decisions regarding students’ placement in appropriate classroom situations for the ensuing year;
Assists in the protection of students both on campus and online/virtually, and student’s property when on campus;
Supervision of students;
Responsible for keeping up to date on current technology, as job appropriate, being used in the District. With the support of the District, attends training to ensure skill level in various technologies is at the level required to perform in current position;
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Shares, with other Teacher/teachers and school staff, the responsibility for monitoring halls, study areas, and the lunchroom;
Performs related duties, such as sponsoring a student club or organization, coaching a team, or supervising after school activities;
Performs other duties as assigned by the building Principal.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Bachelor’s Degree from an accredited college or university is required.

4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.

Proficient use of technology is important in order to effectively provide instruction and communicate with families in order to effectively accomplish job responsibilities.

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Openings as of 4/6/2025

Grade 8 Math Teacher

JobID: 1987

Position Type:
Middle School Teaching/Mathematics Teacher

Date Posted:
11/18/2024

Location:
Creston Intermediate and Middle School

Date Available:
04/07/2025

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Teacher

FLSA CLASSIFICATION: Exempt (Professional), salaried employee

WORK DAYS: 184 days (does not include holidays)

STANDARD HOURS PER DAY: 7 hours per day

WORK YEAR: The work year for the Teacher is set annually in a school calendar adopted by the Board of Education. Teachers work in schools that operate on one calendar; blended school year calendar.

SALARY SCHEDULE & BENEFITS: The Teacher is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. Starting salary $50,500 (BS)/$51,500 (MS) with 0 years of experience.

REPORTS TO: The Teacher reports to the building Principal and/or other building administrators.

SUPERVISES: The Teacher supervises the instructional assistants who may be assigned to the Teacher’s classroom for that given period of time.

ESSENTIAL FUNCTIONS:

Works with administrators, other Teachers, and/or instructional teams to plan and implement instruction according to the District approved and adopted curriculum;
Develops daily lesson plans and presents lessons, using a variety of instructional methods and techniques, to ensure that the Teacher effectively covers the curriculum in a timely manner throughout the semester or school year;
Understands and implements the use of the adopted curriculum, instructional materials, and digital platforms;
Prepares instruction, using a variety of techniques and strategies, assignments and assessments for learning;
Monitors, assists, corrects, re-teaches and remediates student performance to ensure student progress;
Diagnoses and analyzes student progress and programs for the purpose of providing appropriate instruction based on the developmental stages and needs of students;
Evaluates and consistently provides feedback to students during instruction, small group sessions and via other digital platforms;
Utilizes classroom management techniques conducive to an effective classroom climate;
Effectively manages student behavior in the classroom and throughout the building, and administers appropriate discipline when necessary to achieve proper behavior;
Shows sensitivity to students, parents and the community and promotes student self-esteem;
Counsels students when academic difficulties or behavioral problems arise, seeking assistance for problems which are beyond the Teacher’s skills or expertise;
Maintains professional relationship between school and parents;
Maintains contact with parents through parent-teacher conferences, telephone, written communications, and District approved platforms;
Encourages parental involvement through school and online/virtual activities, connecting home and school;
Participates in an active and cooperative effort with other faculty and staff to plan, implement and evaluate instruction and instructional programs for continuing school improvement;
Participates in faculty meetings, staff development activities, and personal professional growth activities focused on the acquisition of new and improved skills and knowledge;
Conducts standardized tests in accordance with State guidelines, District policies, the Principal’s expectations;
Maintains all records as required, including but not limited to grade books, attendance records and student progress reports;
Assigns grades, recommends promotion or retention, and/or participates in decisions regarding students’ placement in appropriate classroom situations for the ensuing year;
Assists in the protection of students both on campus and online/virtually, and student’s property when on campus;
Supervision of students;
Responsible for keeping up to date on current technology, as job appropriate, being used in the District. With the support of the District, attends training to ensure skill level in various technologies is at the level required to perform in current position;
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Shares, with other Teacher/teachers and school staff, the responsibility for monitoring halls, study areas, and the lunchroom;
Performs related duties, such as sponsoring a student club or organization, coaching a team, or supervising after school activities;
Performs other duties as assigned by the building Principal.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Bachelor’s Degree from an accredited college or university is required.

4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.

Proficient use of technology is important in order to effectively provide instruction and communicate with families in order to effectively accomplish job responsibilities.

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Openings as of 4/6/2025

Temporary Teacher - Performance Orchestra

JobID: 2140

Position Type:
Middle School Teaching/Music - Orchestra

Date Posted:
2/14/2025

Location:
Raymond Park Intermediate and Middle School

Closing Date:
Until filled

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Openings as of 4/6/2025

Grade 7 Social Studies

JobID: 2170

Position Type:
Middle School Teaching/Social Studies Teacher

Date Posted:
3/31/2025

Location:
Stonybrook Intermediate and Middle School

Closing Date:
Until filled

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Openings as of 4/6/2025

Grade 7 Social Studies Teacher

JobID: 2042

Position Type:
Middle School Teaching/Social Studies Teacher

Date Posted:
2/25/2025

Location:
Creston Intermediate and Middle School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Teacher

FLSA CLASSIFICATION: Exempt (Professional), salaried employee

WORK DAYS: 184 days (does not include holidays)

STANDARD HOURS PER DAY: 7 hours per day

WORK YEAR: The work year for the Teacher is set annually in a school calendar adopted by the Board of Education. Teachers work in schools that operate on one calendar; blended school year calendar.

SALARY SCHEDULE & BENEFITS: The Teacher is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. Starting salary $50,500 (BS)/$51,500 (MS) with 0 years of experience.

REPORTS TO: The Teacher reports to the building Principal and/or other building administrators.

SUPERVISES: The Teacher supervises the instructional assistants who may be assigned to the Teacher’s classroom for that given period of time.

ESSENTIAL FUNCTIONS:

Works with administrators, other Teachers, and/or instructional teams to plan and implement instruction according to the District approved and adopted curriculum;
Develops daily lesson plans and presents lessons, using a variety of instructional methods and techniques, to ensure that the Teacher effectively covers the curriculum in a timely manner throughout the semester or school year;
Understands and implements the use of the adopted curriculum, instructional materials, and digital platforms;
Prepares instruction, using a variety of techniques and strategies, assignments and assessments for learning;
Monitors, assists, corrects, re-teaches and remediates student performance to ensure student progress;
Diagnoses and analyzes student progress and programs for the purpose of providing appropriate instruction based on the developmental stages and needs of students;
Evaluates and consistently provides feedback to students during instruction, small group sessions and via other digital platforms;
Utilizes classroom management techniques conducive to an effective classroom climate;
Effectively manages student behavior in the classroom and throughout the building, and administers appropriate discipline when necessary to achieve proper behavior;
Shows sensitivity to students, parents and the community and promotes student self-esteem;
Counsels students when academic difficulties or behavioral problems arise, seeking assistance for problems which are beyond the Teacher’s skills or expertise;
Maintains professional relationship between school and parents;
Maintains contact with parents through parent-teacher conferences, telephone, written communications, and District approved platforms;
Encourages parental involvement through school and online/virtual activities, connecting home and school;
Participates in an active and cooperative effort with other faculty and staff to plan, implement and evaluate instruction and instructional programs for continuing school improvement;
Participates in faculty meetings, staff development activities, and personal professional growth activities focused on the acquisition of new and improved skills and knowledge;
Conducts standardized tests in accordance with State guidelines, District policies, the Principal’s expectations;
Maintains all records as required, including but not limited to grade books, attendance records and student progress reports;
Assigns grades, recommends promotion or retention, and/or participates in decisions regarding students’ placement in appropriate classroom situations for the ensuing year;
Assists in the protection of students both on campus and online/virtually, and student’s property when on campus;
Supervision of students;
Responsible for keeping up to date on current technology, as job appropriate, being used in the District. With the support of the District, attends training to ensure skill level in various technologies is at the level required to perform in current position;
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Shares, with other Teacher/teachers and school staff, the responsibility for monitoring halls, study areas, and the lunchroom;
Performs related duties, such as sponsoring a student club or organization, coaching a team, or supervising after school activities;
Performs other duties as assigned by the building Principal.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Bachelor’s Degree from an accredited college or university is required.

4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.

Proficient use of technology is important in order to effectively provide instruction and communicate with families in order to effectively accomplish job responsibilities.

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Openings as of 4/6/2025

Special Education Teacher

JobID: 1984

Position Type:
Middle School Teaching/Special Education Teacher

Date Posted:
2/25/2025

Location:
Raymond Park Intermediate and Middle School

Closing Date:
Until filled

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Openings as of 4/6/2025

Grade 7 Special Education Resource Teacher

JobID: 2137

Position Type:
Middle School Teaching/Special Education Teacher

Date Posted:
2/12/2025

Location:
Creston Intermediate and Middle School

Closing Date:
Until filled

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Openings as of 4/6/2025

Non-Township, Part-time School Police (Resource) Officer - Event Work

JobID: 183

Position Type:
Security/Part-time Police Officer (Events)

Date Posted:
1/19/2024

Location:
Warren Police Department

Closing Date:
Continuously hiring

Additional Information: Show/Hide

JOB TITLE: Part Time School Resource Officer (Non-Township Police Officers)

FLSA CLASSIFICATION: Non-exempt, hourly employee

WORK DAYS: School Calendar Year Scheduling

STANDARD HOURS PER DAY: Part Time Shifts, Friday, Saturday, and/or Sunday, scheduling window of time is 10:00 AM to 12:00 PM.

WORK YEAR: The work year for the Part Time School Police (Resource) Officer begins on the first weekday in July, and ends 12 months later on the last weekday in June.

SALARY SCHEDULE & BENEFITS: The Part Time School Police (Resource) Officer is $37.50 per hour, as indicated on the “School Police” salary schedule, and is not eligible for benefits.

REPORTS TO: The Part Time School Resource Officer reports directly to the Chief of Warren Police.

SUPERVISES: The Part Time School Resource Officer does not directly supervise any other employee(s).

GENERAL DESCRIPTION OF DUTIES:

Under direction, the Part Time School Police (Resource) Officer provides for the security and environmental safekeeping of an assigned location(s) of the District. Employees in this classification are responsible for ensuring all persons entering and/or exiting District facilities are authorized to be on the premises, and perform interview and investigation activities in response to incidents, accidents, or unauthorized activities throughout the District. The Part Time School Resource Officer addresses security violations in accordance with prescribed District policies and procedures, is responsible for reporting illegal activities to appropriate administration or enforcement entities and performs related work as directed.

ESSENTIAL FUNCTIONS:

Responds to emergencies and critical incidents such as fire alarms, medical emergencies, altercations, threats of violence, etc. for the purpose of confining, resolving, or preventing injury or otherwise hazardous situations.
Conducts security checks of facilities and perimeter grounds for the purpose of identifying and resolving any suspected or real security breaches or violations.
Manage traffic and crowd control in high volume areas, i.e. school buses, student/staff & pedestrian traffic.
Performs investigative activities in response to complaints, incidents, accidents or other reported concerns, i.e., auto accidents, illness or injury, missing students.
Conducts Resource and security related routine tasks, i.e., inspecting operating condition of security equipment, conducting fire drills, testing and inspecting fire equipment.
May provide escort or transport of various persons, i.e., personnel leaving after hours, truant students, sick or injured persons, visitors.
Maintains security and environmental safekeeping of the assigned district location; monitors the weather station and scanning radios.
Inspects suspicious packages; inspects designated areas for suspicious devices prior to meetings; monitors board meetings.
Inspects facilities for potential hazards, i.e., equipment left running, gas leaks.
Provides security for entrances and gateways by checking visitor and parent identification and authorization information; provides direction and information as requested.
Assists persons with vehicle problems, such as having locked keys inside their cars or dead batteries.
Records various information about security and monitoring activities, i.e., daily activities, incident reports, maintenance requests, sign in logs.
Operates assigned transportation vehicle and provides routine washing and maintenance according to prescribed policies.
Provides training, guidance and instruction to other district Resource personnel.
Keep up to date on current technology, as job appropriate, being used by the district.
With support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
Maintain timely and accurate information.
Perform other related duties as assigned.

ENTRY-LEVEL REQUIREMENTS:

EDUCATION/TRAINING: High school diploma or GED is required. Satisfactory completion of the Indiana Law Enforcement Academy (ILEA) training program is preferred or sworn designation from a state certified Resource department and satisfactory completion of first aid and CPR/AED training.
EXPERIENCE: A minimum three years of Police, military or law enforcement experience, with demonstrated investigative and interpersonal communication skills for addressing potentially hazardous circumstances is required.
CERTIFICATIONS &/OR LICENSES: Eligible for designation as a “Special Deputy” by the Marion County Sheriff is required. Ability to obtain and maintain a valid state driver’s license is required.
OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to evaluate, audit, deduce, and/or assess data and/or information using established criteria. Includes exercise of discretion in determining actual or probable consequences, and in referencing such evaluation to identify and select alternatives.
Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate standard radio communication equipment, standard office equipment, and assigned motorized security vehicle.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and advisory data and information.
Mathematical Aptitude: Requires the ability to perform addition, subtraction multiplication and division.
Functional Reasoning: Requires the ability to apply principles of influence systems, such as motivation, incentive, and leadership. Ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to problem resolution.
Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving the evaluation of information against sensory, judgmental, or subjective criteria, as opposed to that which is clearly measurable or verifiable.

PHYSICAL REQUIREMENTS: Some tasks may involve the ability to exert extreme physical effort in very heavy work, typically involving some combination of climbing and balancing, stooping kneeling, crouching, and crawling, and the lifting, carrying, pushing, and/or pulling of objects and materials in excess of 100 pounds, such as when transporting sick or injured persons. The Part Time School Resource Officer is expected to routinely and continuously (through the entire time on duty) wear a bulletproof vest and utility belt with radios, telephone and pager, gun and ammunition, handcuffs, and other equipment.

SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

ENVIRONMENTAL FACTORS: Tasks are regularly performed with some risk of exposure to adverse environmental conditions, such as dust, humidity, rain, temperature extremes, traffic hazards, and violence.

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Openings as of 4/6/2025

Warren Police Department Lieutenant

JobID: 2102

Position Type:
Security/Police Officer

Date Posted:
12/6/2024

Location:
Warren Police Department

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Lieutenant, School Resource Officer

FLSA CLASSIFICATION: Exempt, salaried employee.

WORK DAYS: 246 days per year (not including paid holidays),

with the possibility of additional work on weekends or double-shifts.

STANDARD HOURS PER DAY: 8 hours per day

WORK YEAR: The work year for the Lieutenant of Warren Police Department begins on the first weekday in July, and ends 12 months later on the last weekday in June.

SALARY SCHEDULE & BENEFITS: The Lieutenant of Warren Police is paid on the “Administrators Salary Schedule”, and is eligible for benefits on the Administrators benefits schedule. Salary range is $77,036 - $84,485.

REPORTS TO: The Lieutenant reports directly to the Chief of Warren Police.

SUPERVISES: The Lieutenant supports the Chief of Warren Police with the supervision of School Resource Officers and School Security Officers.

GENERAL DESCRIPTION OF DUTIES:

Under the direction of the Chief of Police, the Lieutenant of Warren Police is dedicated to providing security, ensuring environmental safety, and fostering a Culture of Safety across assigned school district locations. The Lieutenant will adhere to policies set forth by the MSD of Warren Board of Education and will be assigned as needed throughout the District. The responsibilities of the Lieutenant encompasses three primary roles: Support, Safety Specialist, and Informal Counselor/Mentor. The District's safety environment is built on outstanding relationships between staff and students. The Lieutenant will prioritize building strong, authentic relationships that strengthen the security culture at each school.

ESSENTIAL FUNCTIONS:

Law Enforcement Officer:

Responds to emergencies and critical incidents, medical emergencies, or fire alarms, for the purpose of confining, resolving, or preventing injurious or otherwise hazardous situations.
Leads the response to emergencies, including lockdowns, evacuations, and other critical incidents.
Immediately responds to incidents on school grounds, including emergencies, criminal activities, and other security-related issues.
Collaborates with local emergency services to ensure a coordinated and effective response.
Performs investigative activities in response to complaints, incidents, accidents, or other reported concerns, such as auto accidents, illness or injury, and missing students.
Incident Review: Works with administrators to assess and respond to critical incidents involving students, staff, or visitors, including disciplinary actions when necessary.
Conflict Resolution: Collaborates with administrators and counselors to mediate conflicts and prevent violence or bullying within the school.
Supports schools with disruptive adults/parents.
Dispatches and responds to all school bus accidents through the District.
Develops safety plans for Warren-sponsored extracurricular events.
Annually updates district emergency guidelines.
Meets with district school administrators regularly.
Maintains a collaborative and positive relationship with local police departments (IMPD & Cumberland).
Maintains an active status with the Indiana School Safety Specialists Academy; responsible for timely and accurate information maintained as part of job responsibilities; attends District Leadership Meetings and other assigned administrative meetings.
Performs other duties as assigned by the Superintendent, Chief of Operations, or Police Chief.

Public Safety Educator:

School Safety: Implements programs and practices to enhance overall school safety.
Collaborates with school administrators to assess security needs and develop comprehensive security plans for school and district-wide facilities.
Assists in the development and review of policies and procedures related to school safety and security.
Ensures that departmental practices align and comply with federal, state, and local laws and regulations.
Coordinates lockdown drills with building leaders.
Facilitates the proper use of and training on Raptor.
Provides clear and timely information to ensure a transparent and reassuring communication process.
Crime Prevention: Develops and promotes strategies for crime prevention and mitigation.
Social Media: Educates students and staff on safe practices for social media use.
Laws Pertaining to Students: Provides education on laws that affect students and their rights.
Keeps up-to-date on the current technology being used by the District for administrative, training, and student purposes.
With the support of the District, attends training to ensure skill level in various technologies is at the level required to perform in the current position.
Stays updated on the latest law enforcement practices and technologies, incorporating them into departmental training.
Ensures ongoing professional development to keep the team updated on the latest law enforcement practices.

Informal Counselor/Mentor:

Fosters positive relationships with students, parents, and educators to promote a safe and supportive learning environment.
Provides guidance, training, and mentorship to ensure a high level of professionalism and competence within the department.
Attends school events and engages with the community to address concerns and promote a safe environment.
Develops and conducts training programs for school district police personnel on topics such as crisis intervention, de-escalation techniques, and cultural competence.
Serves as a positive role model for officers and staff, promoting a culture of respect and integrity.
Supports social and emotional development by engaging with students and staff in a mentoring capacity.
Empowering Youth: Encourages students to take leadership roles and make positive choices.
Resiliency and Overall Wellness:Teaches students to develop resilience and coping strategies for personal challenges.
Social and Emotional Development: Supports students in developing emotional intelligence and interpersonal skills.
Trauma-Informed Care: Recognizes trauma's impact on students and provides appropriate support and resources.
Adolescent Brain Development: Educates staff and students about the developmental stages of adolescents and their implications.
Supporting Diversity, Equity, and Inclusion: Advocates for an inclusive environment that respects and values diverse backgrounds.
Decision Making: Guides students in making informed decisions and understanding the consequences of their actions.
Advocacy Within the Juvenile Justice System: Acts as a liaison for students navigating the juvenile justice system.

NON-ESSENTIAL FUNCTIONS:

Other duties assigned by the Chief of Police.

ENTRY-LEVEL REQUIREMENTS:

EDUCATION/TRAINING:

High School Diploma or GED required. Bachelor’s degree preferred.
Current Indiana Law Enforcement Officer certification or ability to obtain if transferring from an out of state LE Agency.
Designation from a state certified School Safety Specialist Academy preferred.

EXPERIENCE:

HS Diploma/ GED or Military LE.: Minimum of (8) years LE experience with 2 years in a supervisory role.
Bachelor’s Degree: (5) years LE experience with (2) years in a supervisory role.
Demonstrated investigative skills.
Interpersonal communication skills with the ability to address potentially hazardous situations required.

CERTIFICATIONS &/OR LICENSES:

A valid driver’s license and the ability to be insured by MSD Warren Township upon date of hire.
Tier 1 certification through the Indiana Law Enforcement Academy or equivalent upon date of hire.
Complete NASRO Basic and Advanced course and all required annual law enforcement training.
Attain all required mandatory certifications as prescribed by Indiana state law and the Indiana Law Enforcement Training Board (ILETB) within 1 year from the date of hire.
Current Instructor certification through ILETB or other state certified LE Academy preferred.
Completion of CPR, AED, Blood Borne Pathogens, IDACS etc. within 1 year from date of hire.

OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to evaluate, audit, deduce, and/or assess data and/or information using established criteria. Includes exercise of discretion in determining actual or probable consequences, and in referencing such evaluation to identify and select alternatives.
Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate standard radio communication equipment, standard office equipment, and assigned motorized security vehicle.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and advisory data and information.
Mathematical Aptitude: Requires the ability to perform addition, subtraction multiplication and division.
Functional Reasoning: Requires the ability to apply principles of influence systems, such as motivation, incentive, and leadership. Ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to problem resolution.
Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving the evaluation of information against sensory, judgmental, or subjective criteria, as opposed to that which is clearly measurable or verifiable.

PHYSICAL REQUIREMENTS: Some tasks may involve the ability to exert extreme physical effort in very heavy work, typically involving some combination of climbing and balancing, stooping kneeling, crouching, and crawling, and the lifting, carrying, pushing, and/or pulling of objects and materials in excess of 100 pounds, such as when transporting sick or injured persons. The School Resource Officer is expected to routinely and continuously (through the entire time on duty) wear body armour and duty belt with radios, firearm and ammunition, handcuffs, and other equipment.

SENSORY REQUIREMENTS: Most tasks require visual perception and discernment. Some tasks require oral communications ability. Some tasks require the ability to perceive or discern sounds.

ENVIRONMENTAL FACTORS: Tasks are regularly performed with some risk of exposure to adverse environmental conditions, such as dust, humidity, rain, extreme temperatures, traffic hazards, and violence.

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Openings as of 4/6/2025

School Resource Officer

JobID: 2150

Position Type:
Security/Police Officer

Date Posted:
2/27/2025

Location:
Warren Police Department

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: School Resource Officer

FLSA CLASSIFICATION: Non-exempt, hourly employee.

WORK DAYS: 246 days per year (including paid holidays and paid vacation time),

with the possibility of additional work on weekends or double-shifts.

STANDARD HOURS PER DAY: 8 hours per day (NOT including a 30-minute unpaid duty-free meal break).

WORK YEAR: The work year for the School Resource Officer begins on the first weekday in July, and ends 12 months later on the last weekday in June.

SALARY SCHEDULE & BENEFITS: The School Resource Officer is paid on the “School Police” salary schedule, and is eligible for benefits on the “Support Staff” benefits schedule.

REPORTS TO: The School Resource Officer reports directly to the Chief of Warren Police.

SUPERVISES: The School Resource Officer does not directly supervise any other employee(s).

GENERAL DESCRIPTION OF DUTIES:

The School Resource Officer (SRO) operates within the framework of the National Association of School Resource Officers (NASRO) Triad Model, which encompasses three primary roles: law enforcement officer, law-related educator, and informal counselor. Under the direction of the Chief of Police, the SRO is dedicated to providing security, environmental safety, and creating a Culture of Safety across assigned school district locations. The SRO will follow the MSD of Warren Board of Education policy and the Warren Police Department Standard Operating Procedures (SOPs). SROs will be assigned as needed throughout the District.

ESSENTIAL FUNCTIONS:

Law Enforcement Role:

Responds to emergencies and critical incidents such as fire alarms, medical emergencies, altercations, threats of violence, etc., to confine, resolve, or prevent injury or hazardous situations.
Ensures compliance with mandatory reporting laws regarding suspected abuse or neglect, following proper protocols to protect students.
Performs investigative activities in response to complaints, incidents, accidents, or other reported concerns, including auto accidents, illness or injury, and missing students.
Implements strategies to prevent crime and minimize risks within the school environment.
Educates and enforces applicable laws, ensuring compliance with constitutional, federal, state, local, and district regulations, policies, and procedures.
Trained to respond with appropriate force in critical situations while prioritizing de-escalation and safety.
Regularly patrols school grounds and district facilities to monitor for suspicious activity and ensure the safety of students and staff.
Collaborates with building staff to identify needs and provide support through regular meetings with school leadership, including principals and assistant principals, to discuss safety concerns, school climate, and student behavior trends.
Works with administrators to assess and respond to critical incidents involving students, staff, or visitors, including disciplinary actions when necessary.
Collaborates with and supports the lead school administrator in areas specified in the Memorandum of Agreement.
Acts as an advocate for students navigating the juvenile justice system, providing support and resources.
Advocates for design strategies that enhance safety and deter criminal activity within school facilities.
Inspects suspicious packages and designated areas for suspicious devices prior to meetings; monitors board meetings.
Utilizes effective techniques for interviewing individuals involved in incidents or investigations.
Records various information about security and monitoring activities, including daily activities, incident reports, maintenance requests, and sign-in logs.
Provides supervision and security for school, district, and community-sponsored events.
Works with local law enforcement and administrators to follow up on legal or criminal matters that affect the school community.
Conducts security checks of facilities and perimeter grounds for the purpose of identifying and resolving any suspected or real security breaches or violations.

Public Safety Educator:

Educates students and staff on crime prevention strategies, safe practices for social media use and its impact on personal safety, laws that affect students, proper procedures during traffic stops, and safe driving practices, emphasizing responsible behavior behind the wheel and promoting understanding and compliance.
Discusses comprehensive safety measures and protocols to ensure a secure school environment.
Provides training, guidance, and instruction to other district safety personnel.
Maintains security and environmental safekeeping of the assigned district location; monitors weather stations and scanning radios.
Keeps up to date on current technology, as job appropriate, being used by the district.
With support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
Provides awareness and resources related to victimization and how to seek help.
Introduces students to potential career paths within law enforcement, including necessary education and skills.
Facilitates discussions on effective decision-making skills, emphasizing the consequences of choices.

Informal Counselor/Mentor:

Mentoring: Provides guidance and support to students, helping them navigate personal and academic challenges.
Trauma-Informed Care: Recognizes the impact of trauma on students and provides appropriate support and resources.
Social and Emotional Development: Supports students in developing skills for managing emotions and building relationships.
Resiliency Overall Wellness: Teaches students to bounce back from setbacks and develop coping strategies.
Improving Youth Decision-Making Skills: Guides students in making informed choices and understanding consequences.
Empowering Youth: Encourages students to take leadership roles and make positive choices.
Crime Prevention: Engages with students and the community to promote awareness and prevention strategies.
Supporting Diversity, Equity, and Inclusion: Advocates for an inclusive environment that respects and values diverse backgrounds and perspectives.
Adolescent Brain Development: Educates students and staff about the changes occurring during adolescence and their impacts on behavior.
May provide escort or transport of various persons, i.e., personnel leaving after hours, truant students, sick or injured persons, visitors.
Assists persons with vehicle problems, such as having locked keys inside their cars or dead batteries.

ENTRY-LEVEL REQUIREMENTS:

EDUCATION/TRAINING: High school diploma or GED is required. Satisfactory completion of the Indiana Law Enforcement Academy (ILEA) training program is preferred or sworn designation from a state certified Safety Department and satisfactory completion of first aid and CPR/AED training.
EXPERIENCE: A minimum three years of Police, military or law enforcement experience, with demonstrated investigative and interpersonal communication skills for addressing potentially hazardous circumstances is required.
CERTIFICATIONS &/OR LICENSES: Eligible for designation as a “Special Deputy” by the Marion County Sheriff is required. Ability to obtain and maintain a valid state driver’s license is required.
OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to evaluate, audit, deduce, and/or assess data and/or information using established criteria. Includes exercise of discretion in determining actual or probable consequences, and in referencing such evaluation to identify and select alternatives.
Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate standard radio communication equipment, standard office equipment, and assigned motorized security vehicle.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and advisory data and information.
Mathematical Aptitude: Requires the ability to perform addition, subtraction multiplication and division.
Functional Reasoning: Requires the ability to apply principles of influence systems, such as motivation, incentive, and leadership. Ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to problem resolution.
Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving the evaluation of information against sensory, judgmental, or subjective criteria, as opposed to that which is clearly measurable or verifiable.

PHYSICAL REQUIREMENTS: Some tasks may involve the ability to exert extreme physical effort in very heavy work, typically involving some combination of climbing and balancing, stooping kneeling, crouching, and crawling, and the lifting, carrying, pushing, and/or pulling of objects and materials in excess of 100 pounds, such as when transporting sick or injured persons. The School Resource Officer is expected to routinely and continuously (through the entire time on duty) wear a bulletproof vest and utility belt with radios, telephone and pager, gun and ammunition, handcuffs, and other equipment.

SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

ENVIRONMENTAL FACTORS: Tasks are regularly performed with some risk of exposure to adverse environmental conditions, such as dust, humidity, rain, temperature extremes, traffic hazards, and violence.

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Openings as of 4/6/2025

Occupational Therapist

JobID: 2144

Position Type:
Special Education

Date Posted:
2/20/2025

Location:
Warren Education & Community Center

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Occupational Therapist

FLSA CLASSIFICATION: Exempt (Professional), salaried employee.

WORK DAYS: 184 days (same number of days as teachers are scheduled to work).

STANDARD HOURS PER DAY: 7 hours per day (not including a 30-minute unpaid duty-free meal break).

WORK YEAR: The starting and ending days of the work year depends on the calendar of the schools where the Occupational Therapist is assigned.

SALARY SCHEDULE & BENEFITS: The Occupational Therapist is paid 103% of the salary on the “Teachers” salary schedule (based on education and years of experience), and is eligible for benefits on the “Support Staff” benefits schedule.

REPORTS TO: The Occupational Therapist reports to the Director of Special Education.

SUPERVISES: The Occupational Therapist supervises the Occupational Therapy Assistant.

GENERAL SUMMARY OF DUTIES:

Under general supervision, the Occupational Therapist administers direct services to students according to established therapy goals. The Occupational Therapist instructs educational staff on therapeutic educationally relevant therapies, and is responsible for maintaining supplies/equipment in therapy areas. Performs related work as directed.

ESSENTIAL FUNCTIONS:

The list of essential functions, as outlined herein, is intended to be representative of the tasks performed within this classification. It is not necessarily descriptive of any one position in the class. The omission of an essential function does not preclude management from assigning duties not listed herein if such functions are a logical assignment to the position.

Provides direct services to students according to established therapy goals.
Establishes developmentally appropriate therapeutic goals for assigned students.
Instructs educational staff on therapeutic educationally relevant therapies; communicates with various entities in receiving and disseminating information, i.e., parents, students, school administrators, therapy staff.
Reports/documents students’ activities and responses during therapy sessions.
Maintains supplies/equipment and orderliness of therapy areas; ensures provision of a safe and environmentally healthy therapy environment.
Prepares various records and documentation relevant to assigned duties, i.e., student attendance, progress, notes.
Utilizes/operates various specialized equipment/devices in administering therapeutic services, i.e., wheelchairs, positioning and lifting equipment, adaptive switches, adaptive communication devices.
Utilizes various materials/items in administering therapeutic services to develop fine/gross motor skill sand eye-hand coordination, i.e., paper, paints, clay, stencils, scissors.
Ensures the safe and effective operational condition and performance of all therapeutic equipment and devices.
Evaluates student progress and modifies therapeutic goals as needed;
Supervises occupational therapy assistant(s); establishes an on-going evaluation of methods/techniques to ensure quality services and adherence to principles and safe case management.
Ensures compliance with laws and regulatory standards governing the provision of occupational therapeutic services.
Responsible for keeping up to date on current technology, as job appropriate, being used by the district.
With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Bachelor’s Degree in occupational therapy is required.

2. EXPERIENCE: At least six months of direct service experience working with school-age children in a therapeutic setting.

3. CERTIFICATIONS &/OR LICENSES: The appropriate license from the Indiana Professional Licensing Agency is required. A valid Indiana driver’s license is required.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to evaluate, audit, deduce and/or assess data and/or information using established criteria. Includes exercise of discretion in determining actual or probable consequences, and in referencing such evaluation to identify and select alternatives.
Human Interaction: Requires the ability to assist persons by action or interaction in carrying out specialized therapeutic or physical care plans and procedures.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of special needs and therapeutic equipment and devices.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive and advisory data and information.
Mathematical Aptitude: Requires the ability to perform addition, subtraction, multiplication, and division.
Functional Reasoning: Requires the ability to apply principles of influence systems, such as motivation, incentive and leadership. Ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to problem resolution.
Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving the evaluation of information against sensory, judgmental, or subjective criteria, as opposed to that which is clearly measurable or verifiable.

PHYSICAL REQUIREMENTS: Tasks involve the ability to exert very heavy physical effort in very heavy work, typically involving some combination of climbing and balancing, stooping, kneeling, crouching, and crawling and the lifting, carrying, pushing, and/or pulling of heavy objects and materials (up to 100 pounds) and occasionally heavier items (100 pounds or over).

SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds. Some tasks require the ability to perceive and discriminate colors or shades of colors. Some tasks require the ability to perceive and discriminate depths.

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Openings as of 4/6/2025

Life Skills Teacher

JobID: 2147

Position Type:
Special Education/Life Skills Teacher

Date Posted:
2/20/2025

Location:
Grassy Creek Elementary

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Teacher

FLSA CLASSIFICATION: Exempt (Professional), salaried employee

WORK DAYS: 184 days (does not include holidays)

STANDARD HOURS PER DAY: 7 hours per day

SALARY SCHEDULE & BENEFITS: The Teacher is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. Starting salary $50,500 (BS)/$51,500 (MS) with 0 years of experience. This position is eligible for a $2,500 one-time stipend during one's initial year in Warren.

REPORTS TO: The Teacher reports to the building Principal and/or other building administrators.

SUPERVISES: The Teacher supervises the instructional assistants who may be assigned to the Teacher’s classroom for that given period of time.

ESSENTIAL FUNCTIONS:

Works with administrators, other Teachers, and/or instructional teams to plan and implement instruction according to the District approved and adopted curriculum;
Develops daily lesson plans and presents lessons, using a variety of instructional methods and techniques, to ensure that the Teacher effectively covers the curriculum in a timely manner throughout the semester or school year;
Understands and implements the use of the adopted curriculum, instructional materials, and digital platforms;
Prepares instruction, using a variety of techniques and strategies, assignments and assessments for learning;
Monitors, assists, corrects, re-teaches and remediates student performance to ensure student progress;
Diagnoses and analyzes student progress and programs for the purpose of providing appropriate instruction based on the developmental stages and needs of students;
Evaluates and consistently provides feedback to students during instruction, small group sessions and via other digital platforms;
Utilizes classroom management techniques conducive to an effective classroom climate;
Effectively manages student behavior in the classroom and throughout the building, and administers appropriate discipline when necessary to achieve proper behavior;
Shows sensitivity to students, parents and the community and promotes student self-esteem;
Counsels students when academic difficulties or behavioral problems arise, seeking assistance for problems which are beyond the Teacher’s skills or expertise;
Maintains professional relationship between school and parents;
Maintains contact with parents through parent-teacher conferences, telephone, written communications, and District approved platforms;
Encourages parental involvement through school and online/virtual activities, connecting home and school;
Participates in an active and cooperative effort with other faculty and staff to plan, implement and evaluate instruction and instructional programs for continuing school improvement;
Participates in faculty meetings, staff development activities, and personal professional growth activities focused on the acquisition of new and improved skills and knowledge;
Conducts standardized tests in accordance with State guidelines, District policies, the Principal’s expectations;
Maintains all records as required, including but not limited to grade books, attendance records and student progress reports;
Assigns grades, recommends promotion or retention, and/or participates in decisions regarding students’ placement in appropriate classroom situations for the ensuing year;
Assists in the protection of students both on campus and online/virtually, and student’s property when on campus;
Supervision of students;
Responsible for keeping up to date on current technology, as job appropriate, being used in the District. With the support of the District, attends training to ensure skill level in various technologies is at the level required to perform in current position;
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Shares, with other Teacher/teachers and school staff, the responsibility for monitoring halls, study areas, and the lunchroom;
Performs related duties, such as sponsoring a student club or organization, coaching a team, or supervising after school activities;
Performs other duties as assigned by the building Principal.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Bachelor’s Degree from an accredited college or university is required.

4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.

Proficient use of technology is important in order to effectively provide instruction and communicate with families in order to effectively accomplish job responsibilities.

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Openings as of 4/6/2025

Special Education Teacher - Functional Academics

JobID: 2009

Position Type:
Special Education/Special Education Teacher

Date Posted:
2/25/2025

Location:
Raymond Park Intermediate and Middle School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Teacher

FLSA CLASSIFICATION: Exempt (Professional), salaried employee

WORK DAYS: 184 days (does not include holidays)

STANDARD HOURS PER DAY: 7 hours per day

WORK YEAR: The work year for the Teacher is set annually in a school calendar adopted by the Board of Education. Teachers work in schools that operate on one calendar; blended school year calendar.

SALARY SCHEDULE & BENEFITS: The Teacher is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. Starting salary $50,500 (BS)/$51,500 (MS) with 0 years of experience.

REPORTS TO: The Teacher reports to the building Principal and/or other building administrators.

SUPERVISES: The Teacher supervises the instructional assistants who may be assigned to the Teacher’s classroom for that given period of time.

ESSENTIAL FUNCTIONS:

Works with administrators, other Teachers, and/or instructional teams to plan and implement instruction according to the District approved and adopted curriculum;
Develops daily lesson plans and presents lessons, using a variety of instructional methods and techniques, to ensure that the Teacher effectively covers the curriculum in a timely manner throughout the semester or school year;
Understands and implements the use of the adopted curriculum, instructional materials, and digital platforms;
Prepares instruction, using a variety of techniques and strategies, assignments and assessments for learning;
Monitors, assists, corrects, re-teaches and remediates student performance to ensure student progress;
Diagnoses and analyzes student progress and programs for the purpose of providing appropriate instruction based on the developmental stages and needs of students;
Evaluates and consistently provides feedback to students during instruction, small group sessions and via other digital platforms;
Utilizes classroom management techniques conducive to an effective classroom climate;
Effectively manages student behavior in the classroom and throughout the building, and administers appropriate discipline when necessary to achieve proper behavior;
Shows sensitivity to students, parents and the community and promotes student self-esteem;
Counsels students when academic difficulties or behavioral problems arise, seeking assistance for problems which are beyond the Teacher’s skills or expertise;
Maintains professional relationship between school and parents;
Maintains contact with parents through parent-teacher conferences, telephone, written communications, and District approved platforms;
Encourages parental involvement through school and online/virtual activities, connecting home and school;
Participates in an active and cooperative effort with other faculty and staff to plan, implement and evaluate instruction and instructional programs for continuing school improvement;
Participates in faculty meetings, staff development activities, and personal professional growth activities focused on the acquisition of new and improved skills and knowledge;
Conducts standardized tests in accordance with State guidelines, District policies, the Principal’s expectations;
Maintains all records as required, including but not limited to grade books, attendance records and student progress reports;
Assigns grades, recommends promotion or retention, and/or participates in decisions regarding students’ placement in appropriate classroom situations for the ensuing year;
Assists in the protection of students both on campus and online/virtually, and student’s property when on campus;
Supervision of students;
Responsible for keeping up to date on current technology, as job appropriate, being used in the District. With the support of the District, attends training to ensure skill level in various technologies is at the level required to perform in current position;
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Shares, with other Teacher/teachers and school staff, the responsibility for monitoring halls, study areas, and the lunchroom;
Performs related duties, such as sponsoring a student club or organization, coaching a team, or supervising after school activities;
Performs other duties as assigned by the building Principal.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Bachelor’s Degree from an accredited college or university is required.

4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.

Proficient use of technology is important in order to effectively provide instruction and communicate with families in order to effectively accomplish job responsibilities.

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Openings as of 4/6/2025

Summer Tech Support

JobID: 2151

Position Type:
Student / Summer Temp Help/Tech Support Summer Help

Date Posted:
2/28/2025

Location:
Moorhead Community Resource Center

Closing Date:
Until filled

Additional Information: Show/Hide

METROPOLITAN SCHOOL DISTRICT OF WARREN TOWNSHIP JOB DESCRIPTION

JOB TITLE: Technology Summer Intern

FLSA CLASSIFICATION: Non-exempt, hourly employee.

WORK DAYS: Approximately 60 days (no paid time off of work)

STANDARD HOURS PER DAY: 8 hours per day (not including a 60-minute unpaid duty-free meal break).

WORK YEAR: The work year for the Technology Summer Intern begins on the first week day in June, and ends 3 months later on the last week day in August.

SALARY SCHEDULE & BENEFITS: The Technology Summer Intern is paid on the “Summer Intern” salary schedule, and is not eligible for benefits. $15.38 hourly

REPORTS TO: The Technology Summer Intern reports to the Manager of Technology Support

SUPERVISES: The Technology Summer Intern does not supervise any other employee(s).

GENERAL SUMMARY OF DUTIES:

Under general supervision, the Technology Summer Intern performs district-based duties associated with maintaining and updating application platforms, as well as providing application and technical assistance as needed related to software, networks, and personal computers within the District. The Technology Summer Intern functions at an operational capacity. This position also serves as a technical resource for all district staff. Duties may be computer and/or technical assistance related.

GENERAL SUMMARY OF DUTIES:

To provide direct and timely technical support to school building personnel, to implement district standards, to engage in preventative maintenance and asset control activities as part of the District-wide Technology Support Services Team.

ESSENTIAL FUNCTIONS:

1. Provides desktop support, troubleshooting, diagnosis and repair;

2. Responsible for installation, configuration and ongoing usability of desktop computers, laptop computers, peripheral equipment, and software when applicable within established standards and guidelines;

3. Provides troubleshooting, cleaning and maintenance of Google chromebooks; 4. Works to determine and resolve problems received from clients;

5. Works to resolve, coordinate, and deliver software upgrades and installation via network-imaging; 6. Works to determine and resolve software program application problems received from clients; 7. Works with members of the department to solve problems and develop new strategies; 8. Responsible for staying up to date on current desktop hardware and software, as appropriate;

9. With the support of the district, attend training to ensure skill level in various technologies is at the level required to perform in current position;

10. Responsible for timely and accurate information maintained as part of the job responsibilities.

NON-ESSENTIAL FUNCTIONS:

1. Assists others in the department when needed;

2. Performs other duties as directed.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: At least an Associate’s degree with an emphasis on course work in information technology or computers is preferred.

2. EXPERIENCE: A minimum 1 year of previous experience and/or training involving business and student applications and platforms, networks, or any equivalent combination of related education, training and experience which provides the required knowledge, skills and abilities to perform the essential job functions is preferred.

3. CERTIFICATIONS &/OR LICENSES: None required

4. OTHER: Ability in troubleshooting, maintaining, and repairing desktop hardware and software problems is required.

Ability to manage job responsibilities and work independently (and responsibly) on multiple projects is required.

Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required.

PERFORMANCE APTITUDES:

1. Data Utilization: Through questioning and careful listening, requires the ability to ascertain and fully understand the problem the network is experiencing, and to take appropriate action to resolve the problem and restore the network to efficiency and stability.

2. Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to install, configure, troubleshoot, desktop computers and laptop computers.

3. Verbal Aptitude: Requires the ability to succinctly and clearly explain the status of computers, the steps that need to be or have been taken to repair problems, with sufficient details to ensure clear and complete communications.

4. Functional Reasoning: Requires ability to carry out instructions furnished in written, oral, or diagrammatic form. Requires the ability to document problems and repair steps in written form to serve as a reference document in the future.

5. Situational Reasoning: Requires the ability to exercise the judgment required in situations characterized by spontaneous, serious, interruptions to operations that may or may not be covered by set procedures or sequences.

PHYSICAL REQUIREMENTS: Tasks occasionally involve some effort to exert physical effort, typically involving some combination of stooping, kneeling, crouching and crawling, and which may involve occasional lifting, carrying, pushing and/or pulling of objects and materials of moderate to heavy weight (20-75 pounds).

SENSORY REQUIREMENTS: Most tasks require aural and visual perception and discrimination. Most tasks require clear oral communications.

ENVIRONMENTAL FACTORS: Most tasks are regularly performed without exposure to adverse environmental conditions, such as dirt, dust, pollen, odors, wetness, humidity, rain, fumes, temperature and noise extremes, machinery, vibration, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, violence, disease, or pathogenic substances. However, a few tasks may require exposure to adverse environmental conditions such as working outdoors on security cameras and/or electronic signage.

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Openings as of 4/6/2025

School Psychologist

JobID: 1718

Position Type:
Student Support Services/Psychologist

Date Posted:
2/25/2025

Location:
Warren Education & Community Center

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: School Psychologist

FLSA CLASSIFICATION: Exempt (Professional), salaried employee

WORK DAYS: 184 days (does not include holidays)

STANDARD HOURS PER DAY: 7.5 hours for 4 days per week and 8.5 hours for 1 day per week

SALARY SCHEDULE & BENEFITS: A School Psychologist is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. $50,500 (Bachelors, 0 Years) / $51,500 (Masters, 0 Years). School psychologists also receive an annual stipend of $3,000 in the form of two payments.

REPORTS TO: School Psychologist is supervised by the Assistant Superintendent of Exceptional Learners or designee.

SUPERVISES: A School Psychologist may be asked to mentor a new school psychologist, practicum student, or intern student.

GENERAL SUMMARY OF DUTIES:

The school psychologist supports a number of schools with which the district is affiliated to address the academic, cognitive, social, emotional and behavioral needs of students. The school psychologist will support various school members and outside community service providers, in addressing the needs and abilities of students. School psychologists work with district and building administration to advocate for students and their needs, and are expected to maintain a high level of compliance with district expectations and timelines.

ESSENTIAL FUNCTIONS (include, but are not limited to the following):

Assess and evaluate students in compliance with district, state and federal guidelines to implement Child Find and determine appropriate eligibility for students suspected of having a disability;
Monitor and maintain compliance with evaluations and meeting timelines;
Demonstrate knowledge of child growth and development, individual student needs and cultural sensitivity by providing relevant, best practices in evaluation procedures and instructional practice recommendations;
Compose written, multidisciplinary evaluation reports in compliance with district, state and federal guidelines;
Participate in and effectively present accurate and legally defensible information at all required student meetings including informed consents, m-teams, and case conferences;
Assist case conference committees with IEP development based on the findings of the multidisciplinary evaluation report;
Maintain consistent and frequent communication with all necessary members of an evaluation process to ensure a complete and thorough evaluation is conducted;
Sign off on all necessary Medicaid paperwork;
Communicate and collaborate with parents, the school, and community resources for the purpose of fostering individual student success and growth;
Establish and maintain cooperative, professional relationships with administrative staff, school staff, parents and community members;
Routinely meet and communicate with school and district personnel for the purpose of addressing academic, behavioral, social and emotional student needs, including crisis situations;
Actively collaborate with other school psychologists, in and out of the district, to address the needs of the whole child and to ensure efficacy of district-wide evaluation practices;
Serve as an advocate for students with disabilities by communicating best practices, expectations and recommendations for data collection, intervention, and service delivery to effectively and efficiently utilize resources to meet laws and district policies;
Organize and lead small, building based intervention groups targeted on specific student needs;
Provide and participate in professional development as designated by the supervisor;
Assist with manifestation conference meetings;
Conduct file reviews and provide a synopsis as directed by the supervisor;
Participate in and facilitate evaluations and meetings through telecommunication methods, as required by the district, and meet the needs of all students.
Maintain consistent attendance and conform to regular work hours specified under contract;
Implement and comply with district policies and procedures;
Assist in the recruitment, hiring and mentoring of departmental staff, including new school psychologists, interns, and practicum students;
Maintain records and information concerning individual students in the prescribed confidential manner and using the records and information only for the purposes for which they are maintained according to FERPA guidelines;
Other duties and responsibilities as assigned by the supervisor.

NON-ESSENTIAL FUNCTIONS:

Perform related duties as assigned by the administration in accordance with school district policies and procedures.

SKILLS AND PROFICIENCIES:

Exudes positivity and proactive/ solutions-oriented approach to problem-solving.
Strong working knowledge of Article 7 and Indiana law.
Ability to produce, analyze, interpret and summarize data.
Ability to interpret policy and procedures.
Must possess excellent interpersonal skills.
Must possess strong writing and verbal communication/ presentation skills.
Ability to interact positively with parents, students, staff, and administrators.

REQUIREMENTS:

EDUCATION/TRAINING: Educational Specialist in School Psychology. Previous experience in schools is strongly preferred, but not required.
CERTIFICATIONS &/OR LICENSES: Valid license from the Indiana Department of Education, Division of Professional Standards. Required Licensing Area: School Psychology
OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required.

Physical Requirements: Tasks involve the ability to exert very moderate physical effort in light work, typically involving some combination of standing, walking, climbing, stooping, kneeling, crouching and crawling, and which may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (10-20 pounds).

Sensory Requirements: Most tasks require visual perception and discrimination. Many tasks also require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

Environmental Factors: Tasks are regularly performed without exposure to adverse environmental conditions, such as dirt, dust, pollen, odors, wetness, humidity, rain, fumes, temperature and noise extremes, machinery, vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, violence, disease, or pathogenic substances.

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Openings as of 4/6/2025

Speech Language Pathologist

JobID: 2119

Position Type:
Student Support Services/Speech and Language Pathologist

Date Posted:
2/25/2025

Location:
Warren Education & Community Center

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Speech and Language Pathologist

FLSA CLASSIFICATION: Exempt (Professional), salaried employee

WORK DAYS: 184 days (does not include holidays)

STANDARD HOURS PER DAY: 7 hours per day

SALARY SCHEDULE & BENEFITS: A Speech and Language Pathologist is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. *Starting commensurate with experience, starting $50,500 and increasing from there based on years of service. ISHA dues and to go to the ISHA conference.

REPORTS TO: A Speech and Language Pathologist is supervised by the building Principal.

SUPERVISES: A Speech and Language Pathologist does not directly supervise any other employee(s).

GENERAL SUMMARY OF DUTIES:

The Speech and Language Pathologist assists in developing speech and language skills to facilitate the personal, social, and intellectual development of students. In order to respond to the individual needs and abilities of students, the Speech and Language Pathologist must work closely with staff at various schools.

ESSENTIAL FUNCTIONS:

Assess, screen, and evaluate students and effectively share results with parents and educational staff, and participate in the eligibility determination process in accordance with state and school division requirements and best practice;
Develop and implement individual Education Plans (IEPs) for students with Speech/Language impairment and assists with IEPs for students with speech/language as a service on an annual basis or according to requirements;
Comply with all Medicaid requirements for school-based claiming, including obtaining written Medicaid consent from parents of all students served and timely filing of claims that meet Medicaid standards;
Demonstrate knowledge of child growth and development and individual student needs by providing relevant instruction according to the IEP and educational best practices;
Provide consultative services for school staff by sharing and demonstrating specific techniques and working with school teams to facilitate relevant and consistent interventions for targeted students;
Maintain records and information concerning individual students in the prescribed confidential manner and using the records and information only for the purposes for which they are maintained according to FERPA guidelines;
Provide direct and consultative services related to expressive, receptive, and pragmatic language;
Communicate and collaborate with parents and the school community for the purpose of fostering individual student success and growth while engaging the families in the therapy program;
Establish and maintain cooperative professional relationships with administrative and school staff;
Participate in various meetings for the purpose of addressing student goals and needs, and to meet laws and policies;
Maintain and submit information/records including student progress for all students;
Share with other staff members the responsibility for school activities and student supervision;
Maintain consistent attendance and conform to regular work hours specified under contract;
Implement and comply with District policies and procedures;
Supervise clinical practicums and clinical fellowships, if necessary;
Participate in and facilitate instruction through teletherapy, as required by the district, and meet the needs of all students.
Performs hearing screenings when needed in order to comply with Indiana Health Department standards and pre-screening for psychological assessments.

NON-ESSENTIAL FUNCTIONS:

Perform related duties as assigned by the administration in accordance with school district policies and procedures

SKILLS AND PROFICIENCIES:

Excludes positivity and proactive/solutions-oriented approach to problem-solving.
Working knowledge of Article 7 and Indiana law.
Ability to produce, analyze, interpret and summarize data.
Ability to interpret policy and procedures.
Must possess excellent interpersonal skills.
Must possess strong writing and verbal communication/presentation skills.
Ability to interact positively with parents, students, staff, and administrators.

REQUIREMENTS:

EDUCATION/TRAINING: Master's Degree in Speech and Language Pathology. Previous experience in schools is strongly preferred.
EXPERIENCE: School-based speech and language pathology experience is preferred, as is working children with a wide range of disabilities, from mild or moderate to severe and/or multiple disorders.
CERTIFICATIONS &/OR LICENSES: Current and valid Indiana Teacher’s License. ASHA CCCs are preferred or one year CF is required in order to obtain CCCs.
OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required.

Sensory Requirements: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

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Instructional Assistant - Multilingual

JobID: 2075

Position Type:
Support Staff/Bilingual Instructional Assistant (ESL)

Date Posted:
10/31/2024

Location:
Creston Intermediate and Middle School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE	Multilingual Learner Instructional Assistant (Bilingual)
FLSA CLASSIFICATION	Non-exempt, hourly employee.
WORK DAYS	181 days (those days when students are scheduled to attend school)
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK YEAR	The Instructional Assistant is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.
SALARY SCHEDULE & BENEFITS	The Instructional Assistant is paid on the “Instructional Assistants” salary schedule for the designated program, level 4, and is eligible for benefits on the “Support Staff” benefits schedule. iStarting pay $21.63 per hour.
REPORTS TO	The Instructional Assistant is supervised by one or more teachers. Instructional Assistants and teachers report to the building Principal or designee.
SUPERVISES	The Instructional Assistant does not supervise any other employee(s).

GENERAL SUMMARY OF DUTIES:

Under direct supervision, the Instructional Assistant provides support in an educational environment, performing paraprofessional work in assistant students, with an emphasis on providing bilingual communication support to teachers, staff and students. The Instructional Assistant interprets and translates classroom assignments, parent and student communications, and other school activities to support comprehension and transition for students for whom English is a secondary language. The Instructional Assistant generally works with children individually in providing basic instruction in reading, writing, math, spelling, art, or other education-related activities. Performs related work as directed.

ESSENTIAL FUNCTIONS:

Provides bilingual communication support to teachers, staff and students through interpreting and translating data and information.
Assists students individually for whom English is a second language in a manner to support comprehension and transition into an English speaking environment.
Communicates with parents and children regarding education and school related information to ensure full comprehension of all exchanges.
Monitors activities and behavior of children during the absence of the classroom teacher(s) to ensure the physical and environmental safe keeping of students, as well as adherence to appropriate conduct and disciplinary controls.
Assists the teacher(s) in the supervision of learning activities, circulating within the classroom and providing assistance and learning support to students.
Provides one-on-one instruction to students in the target language, as applicable, to reinforce skills introduced by the teacher(s); may utilize games, stories, or other constructive activities to enhance students’ learning skills.
Assists the teacher(s) in checking and objectively evaluating students' work; teaches students individually and in small groups reinforcing skills based upon instructional guidelines.
Assists in managing student behavior and maintaining classroom order; reinforces rules of the school and classroom; escorts and/or supervises students to time out and/or the principal's office.
May be asked to assist in the preparation of lesson plans; may be asked to provide input and assistance in the development of classroom activities and learning tools.
Assists the teacher(s) by noticing students’ language, math, and communication skills; monitors students’ progressive learning skills; makes the teacher(s) aware of students’ learning deficiencies; documents records of learning activities and diagnosis.
Prepares or assists in the preparation of instructional materials; performs support tasks such as photocopying materials, laminating items, typing correspondence, and filing paperwork and documentation.
Coordinates with media center staff for classroom learning resources; sets up equipment in the classroom for teacher's instructional studies.
Assists in preparing classroom bulletin boards, classroom decorations, displays of student activities, and other classroom objectives.
May be asked to prepare drafts of reports and to tentatively complete forms, schedules, and other data as required.
Learns students’ assigned bus route(s) to assist with proper boarding of students.
Maintains accurate and complete records of a variety of student information which may require the use of a computer to enter student scores and other student data.
May be assigned monitoring duties, i.e., hallways, lunchroom, restrooms, and bus duty; ensures appropriate student conduct during these periods; escorts students to designated activity areas, i.e., music room, computer room, art classes, assemblies, etc.
May be assigned to various labs providing assistance to the teacher(s) and instruction/information to students; may translate lesson plans and other information to students for better understanding and comprehension.
Responsible for keeping up to date on current technology, as job appropriate, being used by Warren.
With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: Associate’s degree or higher, or at least sixty (60) semester hours from an accredited institution of higher education. (Official transcripts are required to validate education.) or have passed the ParaPro test.

2. EXPERIENCE: Previous vocational training or work experience with school-age children is preferred.

3. CERTIFICATIONS &/OR LICENSES: Able to meet the requirements of a paraprofessional as outlined in ESSA. Pass the required Expanded Criminal History Check and Expanded Child Protection Index Check. Must have at least an associate’s degree or two years of college or passed the ParaPro Assessment. HIghlander Park offers the ParaPro Assessment at no cost for all Warren Township prospective employees. Testing is offered Monday through Thursday at 9:00 a.m. and 5:30 p.m. To register for your free assessment, email adulteducation@warren.k12.in.us or call 317-532-3000.

4. OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required. Demonstrated written and oral linguistic skills in English and in at least one target language is required.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to arrange, compare, count, differentiate, measure and/or sort data and/or information. Includes judging whether readily observable functional, structural or compositional characteristics are similar to or divergent from prescribed standards, procedures or routines.
Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of standard office equipment (including a computer).
Verbal Aptitude: Requires the ability to utilize a wide variety of reference and advisory data and information in both English and the designated target language.
Mathematical Aptitude: Depending on the school grade classroom of assignment, may require the ability to perform addition, subtraction, multiplication, and division; may require ability to calculate decimals and percentages; may require ability to utilize principles of fractions and/or interpret graphs.
Functional Reasoning: Requires ability to carry out detailed but uninvolved written or oral instructions. Involves routine work according to clearly prescribed standard practices, with some latitude for independent judgment.
Situational Reasoning: Requires the ability to exercise judgment, decisiveness and creativity in situations involving a variety of generally pre-defined duties which are often characterized by frequent change.

SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Most tasks require oral communications ability. Most tasks require the ability to perceive and discriminate sounds.

Attachment(s):

2025 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

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Print Version

Openings as of 4/6/2025

Instructional Assistant - Resource

JobID: 1995

Position Type:
Support Staff/Instructional Assistant

Date Posted:
8/14/2024

Location:
Stonybrook Intermediate and Middle School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE	Instructional Assistant
FLSA CLASSIFICATION	Non-exempt, hourly employee
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK DAYS	181 days (those days when students are scheduled to attend school)
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK YEAR	The Instructional Assistant is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.
SALARY SCHEDULE & BENEFITS	The Instructional Assistant is paid on the “Instructional Assistants” salary schedule, and is eligible for benefits on the “Support Staff” benefits schedule. Starting pay $16.05 per hour.
REPORTS TO	The Instructional Assistant is supervised by one or more teachers. Instructional Assistants and teachers report to the building Principal.
SUPERVISES	The Instructional Assistant does not directly supervise any other employee(s).

GENERAL SUMMARY OF DUTIES:

Under direct supervision, the Instructional Assistant provides support in an educational environment, performing paraprofessional work in assisting teachers and students. The Instructional Assistant works with children individually or in small groups by providing basic instruction in reading, writing, math, spelling, art, or other education-related activities. The Instructional Assistant is responsible for leading and supervising a variety of developmentally-appropriate activities, as directed by the assigned teacher(s). Performs related work as directed.

ESSENTIAL FUNCTIONS:

Monitors the activities and behavior of children during the absence of the classroom teacher(s) to ensure the physical and environmental safekeeping of students, as well as adherence to appropriate conduct and disciplinary controls;
Assists the teacher(s) in the supervision of learning activities, circulating within the classroom and providing assistance and learning support to students;
Provides instruction to students as prescribed by the supervising teacher(s) and reinforces the skills introduced by the teacher(s); may utilize games, stories, or other constructive activities to enhance students’ learning skills;
Assists teachers in checking and objectively evaluating students’ work; instructs students individually and in small groups reinforcing the skills based upon instructional guidelines;
Assists in managing student behavior and maintaining classroom order; may be asked to provide input and assistance in the development of classroom activities and learning tools;
Cooperates if asked to assist in the preparation of lesson plans; cooperates if asked to provide input and assistance in the development of classroom activities and learning tools;
Assists the teacher(s) by noticing students’ language, math, and communication skills; monitors students’ progressive learning skills; makes the teacher(s) aware of students’ learning deficiencies; documents records of learning activities and diagnosis;
Prepares or assists in the preparation of instructional materials; performs support tasks such as photocopying materials, laminating items, typing correspondence, and filing paperwork and documentation;
Coordinates with media center staff for classroom learning resources; sets up equipment in the classroom for the teacher’s use;
Assists in preparing classroom bulletin boards, classroom decorations, displays of student work, and other classroom objectives;
Cooperates if asked to prepare drafts of reports and to tentatively complete forms, schedules and other data as directed;
Learns students’ assigned bus assignments to assist with proper boarding of students;
Maintains accurate and complete records of a variety of student information that may require the use of a computer to enter student scores and other student data;
Cooperates if assigned monitoring duties, i.e., hallways, lunchroom, restrooms, and bus duty; ensures appropriate student conduct during these assignments; escorts students to designated activity areas, i.e., music room, computer labs, art classes, assemblies, etc..;
Cooperates if assigned to provide assistance to the teacher(s) in various labs and to provide instruction/information to the students; may explain lesson plans and other information to the students for better understanding and comprehension;
Responsible for keeping up to date on current technology, as job appropriate, being used by Warren.
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

2. EXPERIENCE: Previous vocational training and/or work experience with school-age children is preferred.

3. CERTIFICATIONS &/OR LICENSES: Able to meet the requirements of a paraprofessional as outlined in ESSA. Pass the required Expanded Criminal History Check and Expanded Child Protection Index Check. Must have at least an associate’s degree or two years of college or passed the ParaPro Assessment. The Highlander Park offers the ParaPro Assessment at no cost for all Warren Township prospective employees. Testing is offered Monday through Thursday at 9:00 a.m. and 5:30 p.m. To register for your free assessment, email adulteducation@warren.k12.in.us or call 317-532-3000.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to arrange, compare, count, differentiate, measure and/or sort data and/or information. Includes judging whether readily observable functional, structural or compositional characteristics are similar to or divergent from prescribed standards, procedures or routines.

Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.

Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of standard office equipment.

Verbal Aptitude: Requires the ability to utilize a wide variety of reference data and information.

Mathematical Aptitude: Depending on the grade level of the classroom assignment, may require the ability to perform addition, subtraction, multiplication, and division; may require the ability to calculate decimals and percentages; may require the ability to utilize principles of fractions and/or to interpret graphs;

Functional Reasoning: Requires ability to carry out detailed but uninvolved written or oral instructions. Involves routine work according to clearly prescribed standard practices, with some latitude for independent judgment.

Situational Reasoning: Requires the ability to exercise judgment, decisiveness and creativity in situations involving a variety of generally pre-defined duties which are often characterized by frequent change.

SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

Attachment(s):

2025 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

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Print Version

Openings as of 4/6/2025

Instructional Assistant - General

JobID: 2115

Position Type:
Support Staff/Instructional Assistant

Date Posted:
1/14/2025

Location:
Lowell Elementary School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE	Instructional Assistant
FLSA CLASSIFICATION	Non-exempt, hourly employee
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK DAYS	181 days (those days when students are scheduled to attend school)
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK YEAR	The Instructional Assistant is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.
SALARY SCHEDULE & BENEFITS	The Instructional Assistant is paid on the “Instructional Assistants” salary schedule, and is eligible for benefits on the “Support Staff” benefits schedule. Starting pay $16.05 per hour.
REPORTS TO	The Instructional Assistant is supervised by one or more teachers. Instructional Assistants and teachers report to the building Principal.
SUPERVISES	The Instructional Assistant does not directly supervise any other employee(s).

GENERAL SUMMARY OF DUTIES:

Under direct supervision, the Instructional Assistant provides support in an educational environment, performing paraprofessional work in assisting teachers and students. The Instructional Assistant works with children individually or in small groups by providing basic instruction in reading, writing, math, spelling, art, or other education-related activities. The Instructional Assistant is responsible for leading and supervising a variety of developmentally-appropriate activities, as directed by the assigned teacher(s). Performs related work as directed.

ESSENTIAL FUNCTIONS:

Monitors the activities and behavior of children during the absence of the classroom teacher(s) to ensure the physical and environmental safekeeping of students, as well as adherence to appropriate conduct and disciplinary controls;
Assists the teacher(s) in the supervision of learning activities, circulating within the classroom and providing assistance and learning support to students;
Provides instruction to students as prescribed by the supervising teacher(s) and reinforces the skills introduced by the teacher(s); may utilize games, stories, or other constructive activities to enhance students’ learning skills;
Assists teachers in checking and objectively evaluating students’ work; instructs students individually and in small groups reinforcing the skills based upon instructional guidelines;
Assists in managing student behavior and maintaining classroom order; may be asked to provide input and assistance in the development of classroom activities and learning tools;
Cooperates if asked to assist in the preparation of lesson plans; cooperates if asked to provide input and assistance in the development of classroom activities and learning tools;
Assists the teacher(s) by noticing students’ language, math, and communication skills; monitors students’ progressive learning skills; makes the teacher(s) aware of students’ learning deficiencies; documents records of learning activities and diagnosis;
Prepares or assists in the preparation of instructional materials; performs support tasks such as photocopying materials, laminating items, typing correspondence, and filing paperwork and documentation;
Coordinates with media center staff for classroom learning resources; sets up equipment in the classroom for the teacher’s use;
Assists in preparing classroom bulletin boards, classroom decorations, displays of student work, and other classroom objectives;
Cooperates if asked to prepare drafts of reports and to tentatively complete forms, schedules and other data as directed;
Learns students’ assigned bus assignments to assist with proper boarding of students;
Maintains accurate and complete records of a variety of student information that may require the use of a computer to enter student scores and other student data;
Cooperates if assigned monitoring duties, i.e., hallways, lunchroom, restrooms, and bus duty; ensures appropriate student conduct during these assignments; escorts students to designated activity areas, i.e., music room, computer labs, art classes, assemblies, etc..;
Cooperates if assigned to provide assistance to the teacher(s) in various labs and to provide instruction/information to the students; may explain lesson plans and other information to the students for better understanding and comprehension;
Responsible for keeping up to date on current technology, as job appropriate, being used by Warren.
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

2. EXPERIENCE: Previous vocational training and/or work experience with school-age children is preferred.

3. CERTIFICATIONS &/OR LICENSES: Able to meet the requirements of a paraprofessional as outlined in ESSA. Pass the required Expanded Criminal History Check and Expanded Child Protection Index Check. Must have at least an associate’s degree or two years of college or passed the ParaPro Assessment. The Highlander Park offers the ParaPro Assessment at no cost for all Warren Township prospective employees. Testing is offered Monday through Thursday at 9:00 a.m. and 5:30 p.m. To register for your free assessment, email adulteducation@warren.k12.in.us or call 317-532-3000.

PERFORMANCE APTITUDES:

Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.

Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of standard office equipment.

Verbal Aptitude: Requires the ability to utilize a wide variety of reference data and information.

SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

Attachment(s):

2025 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

Email To A Friend
Print Version

Openings as of 4/6/2025

Swim Instructor

JobID: 2125

Position Type:
Support Staff/Instructional Assistant

Date Posted:
1/27/2025

Location:
Raymond Park Intermediate and Middle School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE: Physical Education Instructional Assistant/Swim Instructor

FLSA CLASSIFICATION: Non-exempt, hourly employee

WORK DAYS: 180 days (those days when students are scheduled to attend school)

STANDARD HOURS PER DAY: 7 hours per day (not including a 30-minute unpaid duty-free meal break)

WORK YEAR: The Instructional Assistant is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.

SALARY SCHEDULE & BENEFITS: The Instructional Assistant is paid on the “Instructional Assistants” salary schedule, and is eligible for benefits on the “Support Staff” benefits schedule. Starting hourly rate is $16.05

REPORTS TO: The Instructional Assistant is supervised by one or more teachers. Instructional Assistants and teachers report to the building Principal.

SUPERVISES: The Instructional Assistant does not directly supervise any other employee(s).

GENERAL SUMMARY OF DUTIES:

Under direct supervision, the Instructional Assistant provides support in an educational environment, performing paraprofessional work in assisting teachers and students. The Swim Instructor with Lifeguard Certification fulfills the essential functions of a Swim Instructor. Additionally, the Swim Instructor with Lifeguard Certification supervises swimmers using the pool during periods when the pool is open to the general public or other groups. The Swim Instructor with Lifeguard Certification is responsible for supervising the behavior of swimmers, removing swimmers from the pool when they misbehave or threaten the safety of others, and providing lifesaving and first aid to swimmers in need of assistance. *The Physical Education Instructional Assistant will also support supervision in locker rooms, gymnasiums, outdoors and other areas identified by the Physical Education Teacher. Performs related work as directed.

ESSENTIAL FUNCTIONS:

Monitors the activities and behavior of swimmers during the time the pool and associated areas (including locker rooms and showers) are open to ensure the physical and environmental safe keeping of the swimmers, as well as adherence to appropriate conduct and disciplinary controls;
Assists the teacher(s) in the supervision of learning activities, circulating within the classroom/activity location and providing assistance and learning support to students;
Provides lifesaving and first aid to swimmers in need of assistance, including notifying authorities when emergency services are needed;
Provides instruction to students as prescribed by the supervising teacher(s) and reinforces the skills introduced by the teacher(s); may utilize games, stories, or other constructive activities to enhance students’ learning skills;
Assists teachers in checking and objectively evaluating students’ work/skills; instructs students individually and in small groups reinforcing the skills based upon instructional guidelines;
Assists in managing student behavior and maintaining classroom order; may be asked to provide input and assistance in the development of classroom activities and learning tools;
Cooperates if asked to assist in the preparation of lesson plans; cooperates if asked to provide input and assistance in the development of classroom activities and learning tools;
Assists the teacher(s) by noticing students’ language, math, and communication skills; monitors students’ progressive learning skills; makes the teacher(s) aware of students’ learning deficiencies; documents records of learning activities and diagnosis;
Cooperates if asked to prepare drafts of reports and to tentatively complete forms, schedules and other data as directed;
Maintains accurate and complete records of a variety of student information that may require the use of a computer to enter student scores and other student data;
Cooperates if assigned monitoring duties, i.e., hallways, lunchroom, restrooms, and bus duty; ensures appropriate student conduct during these assignments; escorts students to designated activity areas, i.e., music room, computer labs, art classes, assemblies, etc..;
Responsible for keeping up to date on current technology, as job appropriate, being used by Warren.
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

2. EXPERIENCE: Previous vocational training and/or work experience with school-age children is preferred.

3. CERTIFICATIONS &/OR LICENSES:

Ability to meet the requirements of the Red Cross as a lifeguard is required.
Able to meet the requirements of a paraprofessional as outlined in ESSA. Pass the required Expanded Criminal History Check and Expanded Child Protection Index Check. Must have at least an associate’s degree or two years of college or passed the ParaPro Assessment. Highlander Park offers the ParaPro Assessment at no cost for all Warren Township prospective employees. Testing is offered Monday through Thursday at 9:00 a.m. and 5:30 p.m. To register for your free assessment, email adulteducation@warren.k12.in.us or call 317-532-3000.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to arrange, compare, count, differentiate, measure and/or sort data and/or information. Includes judging whether readily observable functional, structural or compositional characteristics are similar to or divergent from prescribed standards, procedures or routines.
Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of standard office equipment.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference data and information.
Mathematical Aptitude: Depending on the grade level of the classroom assignment, may require the ability to perform addition, subtraction, multiplication, and division; may require the ability to calculate decimals and percentages; may require the ability to utilize principles of fractions and/or to interpret graphs;
Functional Reasoning: Requires ability to carry out detailed but uninvolved written or oral instructions. Involves routine work according to clearly prescribed standard practices, with some latitude for independent judgment.
Situational Reasoning: Requires the ability to exercise judgment, decisiveness and creativity in situations involving a variety of generally pre-defined duties which are often characterized by frequent change.

SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

ENVIRONMENTAL FACTORS: Tasks are regularly performed in and around a swimming pool without exposure to adverse environmental conditions, such as dirt, dust, pollen, rain, temperature extremes, vibrations, electric currents, traffic hazards, animals/wildlife, violence, disease, or pathogenic substances. The Swim Instructor will be exposed to lengthy periods being wet, with reasonable temperature fluctuations (within the range of 70 to 90 degrees), to odors, and surrounded by noisy conditions.

Attachment(s):

2025 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

Email To A Friend
Print Version

Openings as of 4/6/2025

Instructional Assistant - General

JobID: 2112

Position Type:
Support Staff/Instructional Assistant

Date Posted:
1/7/2025

Location:
Grassy Creek Elementary

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE	Instructional Assistant
FLSA CLASSIFICATION	Non-exempt, hourly employee
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK DAYS	181 days (those days when students are scheduled to attend school)
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK YEAR	The Instructional Assistant is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.
SALARY SCHEDULE & BENEFITS	The Instructional Assistant is paid on the “Instructional Assistants” salary schedule, and is eligible for benefits on the “Support Staff” benefits schedule. Starting pay $16.05 per hour.
REPORTS TO	The Instructional Assistant is supervised by one or more teachers. Instructional Assistants and teachers report to the building Principal.
SUPERVISES	The Instructional Assistant does not directly supervise any other employee(s).

GENERAL SUMMARY OF DUTIES:

Under direct supervision, the Instructional Assistant provides support in an educational environment, performing paraprofessional work in assisting teachers and students. The Instructional Assistant works with children individually or in small groups by providing basic instruction in reading, writing, math, spelling, art, or other education-related activities. The Instructional Assistant is responsible for leading and supervising a variety of developmentally-appropriate activities, as directed by the assigned teacher(s). Performs related work as directed.

ESSENTIAL FUNCTIONS:

Monitors the activities and behavior of children during the absence of the classroom teacher(s) to ensure the physical and environmental safekeeping of students, as well as adherence to appropriate conduct and disciplinary controls;
Assists the teacher(s) in the supervision of learning activities, circulating within the classroom and providing assistance and learning support to students;
Provides instruction to students as prescribed by the supervising teacher(s) and reinforces the skills introduced by the teacher(s); may utilize games, stories, or other constructive activities to enhance students’ learning skills;
Assists teachers in checking and objectively evaluating students’ work; instructs students individually and in small groups reinforcing the skills based upon instructional guidelines;
Assists in managing student behavior and maintaining classroom order; may be asked to provide input and assistance in the development of classroom activities and learning tools;
Cooperates if asked to assist in the preparation of lesson plans; cooperates if asked to provide input and assistance in the development of classroom activities and learning tools;
Assists the teacher(s) by noticing students’ language, math, and communication skills; monitors students’ progressive learning skills; makes the teacher(s) aware of students’ learning deficiencies; documents records of learning activities and diagnosis;
Prepares or assists in the preparation of instructional materials; performs support tasks such as photocopying materials, laminating items, typing correspondence, and filing paperwork and documentation;
Coordinates with media center staff for classroom learning resources; sets up equipment in the classroom for the teacher’s use;
Assists in preparing classroom bulletin boards, classroom decorations, displays of student work, and other classroom objectives;
Cooperates if asked to prepare drafts of reports and to tentatively complete forms, schedules and other data as directed;
Learns students’ assigned bus assignments to assist with proper boarding of students;
Maintains accurate and complete records of a variety of student information that may require the use of a computer to enter student scores and other student data;
Cooperates if assigned monitoring duties, i.e., hallways, lunchroom, restrooms, and bus duty; ensures appropriate student conduct during these assignments; escorts students to designated activity areas, i.e., music room, computer labs, art classes, assemblies, etc..;
Cooperates if assigned to provide assistance to the teacher(s) in various labs and to provide instruction/information to the students; may explain lesson plans and other information to the students for better understanding and comprehension;
Responsible for keeping up to date on current technology, as job appropriate, being used by Warren.
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

2. EXPERIENCE: Previous vocational training and/or work experience with school-age children is preferred.

3. CERTIFICATIONS &/OR LICENSES: Able to meet the requirements of a paraprofessional as outlined in ESSA. Pass the required Expanded Criminal History Check and Expanded Child Protection Index Check. Must have at least an associate’s degree or two years of college or passed the ParaPro Assessment. The Highlander Park offers the ParaPro Assessment at no cost for all Warren Township prospective employees. Testing is offered Monday through Thursday at 9:00 a.m. and 5:30 p.m. To register for your free assessment, email adulteducation@warren.k12.in.us or call 317-532-3000.

PERFORMANCE APTITUDES:

Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.

Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of standard office equipment.

Verbal Aptitude: Requires the ability to utilize a wide variety of reference data and information.

SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

Attachment(s):

2025 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

Email To A Friend
Print Version

Openings as of 4/6/2025

Instructional Assistant

JobID: 1782

Position Type:
Support Staff/Instructional Assistant

Date Posted:
4/19/2024

Location:
Brookview Elementary School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE	Instructional Assistant
FLSA CLASSIFICATION	Non-exempt, hourly employee
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK DAYS	181 days (those days when students are scheduled to attend school)
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK YEAR	The Instructional Assistant is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.
SALARY SCHEDULE & BENEFITS	The Instructional Assistant is paid on the "Instructional Assistants" salary schedule, and is eligible for benefits on the "Support Staff" benefits schedule. Starting pay $15.66 per hour.
REPORTS TO	The Instructional Assistant is supervised by one or more teachers. Instructional Assistants and teachers report to the building Principal.
SUPERVISES	The Instructional Assistant does not directly supervise any other employee(s).

GENERAL SUMMARY OF DUTIES:
Under direct supervision, the Instructional Assistant provides support in an educational environment, performing paraprofessional work in assisting teachers and students. The Instructional Assistant works with children individually or in small groups by providing basic instruction in reading, writing, math, spelling, art, or other education-related activities. The Instructional Assistant is responsible for leading and supervising a variety of developmentally-appropriate activities, as directed by the assigned teacher(s). Performs related work as directed.
ESSENTIAL FUNCTIONS:

Monitors the activities and behavior of children during the absence of the classroom teacher(s) to ensure the physical and environmental safekeeping of students, as well as adherence to appropriate conduct and disciplinary controls;
Assists the teacher(s) in the supervision of learning activities, circulating within the classroom and providing assistance and learning support to students;
Provides instruction to students as prescribed by the supervising teacher(s) and reinforces the skills introduced by the teacher(s); may utilize games, stories, or other constructive activities to enhance students' learning skills;
Assists teachers in checking and objectively evaluating students' work; instructs students individually and in small groups reinforcing the skills based upon instructional guidelines;
Assists in managing student behavior and maintaining classroom order; may be asked to provide input and assistance in the development of classroom activities and learning tools;
Cooperates if asked to assist in the preparation of lesson plans; cooperates if asked to provide input and assistance in the development of classroom activities and learning tools;
Assists the teacher(s) by noticing students' language, math, and communication skills; monitors students' progressive learning skills; makes the teacher(s) aware of students' learning deficiencies; documents records of learning activities and diagnosis;
Prepares or assists in the preparation of instructional materials; performs support tasks such as photocopying materials, laminating items, typing correspondence, and filing paperwork and documentation;
Coordinates with media center staff for classroom learning resources; sets up equipment in the classroom for the teacher's use;
Assists in preparing classroom bulletin boards, classroom decorations, displays of student work, and other classroom objectives;
Cooperates if asked to prepare drafts of reports and to tentatively complete forms, schedules and other data as directed;
Learns students' assigned bus assignments to assist with proper boarding of students;
Maintains accurate and complete records of a variety of student information that may require the use of a computer to enter student scores and other student data;
Cooperates if assigned monitoring duties, i.e., hallways, lunchroom, restrooms, and bus duty; ensures appropriate student conduct during these assignments; escorts students to designated activity areas, i.e., music room, computer labs, art classes, assemblies, etc..;
Cooperates if assigned to provide assistance to the teacher(s) in various labs and to provide instruction/information to the students; may explain lesson plans and other information to the students for better understanding and comprehension;
Responsible for keeping up to date on current technology, as job appropriate, being used by Warren.
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:
1. EDUCATION/TRAINING: An Associate's degree or higher, or at least sixty (60) semester hours from an accredited institution of higher education (official transcripts are required to validate education), or if you have passed the ParaPro test.
2. EXPERIENCE: Previous vocational training and/or work experience with school-age children is preferred.
3. CERTIFICATIONS &/OR LICENSES: Able to meet the requirements of a paraprofessional as outlined in ESSA. Pass the required Expanded Criminal History Check and Expanded Child Protection Index Check. Must have at least an associate's degree or two years of college or passed the ParaPro Assessment. The Highlander Park offers the ParaPro Assessment at no cost for all Warren Township prospective employees. Testing is offered Monday through Thursday at 9:00 a.m. and 5:30 p.m. To register for your free assessment, email adulteducation@warren.k12.in.us or call 317-532-3000.
4. OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required.
PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to arrange, compare, count, differentiate, measure and/or sort data and/or information. Includes judging whether readily observable functional, structural or compositional characteristics are similar to or divergent from prescribed standards, procedures or routines.
Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of standard office equipment.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference data and information.
Mathematical Aptitude: Depending on the grade level of the classroom assignment, may require the ability to perform addition, subtraction, multiplication, and division; may require the ability to calculate decimals and percentages; may require the ability to utilize principles of fractions and/or to interpret graphs;
Functional Reasoning: Requires ability to carry out detailed but uninvolved written or oral instructions. Involves routine work according to clearly prescribed standard practices, with some latitude for independent judgment.
Situational Reasoning: Requires the ability to exercise judgment, decisiveness and creativity in situations involving a variety of generally pre-defined duties which are often characterized by frequent change.

PHYSICAL REQUIREMENTS: Tasks involve the ability to exert very moderate physical effort in light work, typically involving some combination of standing, walking, climbing, stooping, kneeling, crouching and crawling, and which may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (10-20 pounds).
SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.
ENVIRONMENTAL FACTORS: Tasks are regularly performed without exposure to adverse environmental conditions, such as dirt, dust, pollen, odors, wetness, humidity, rain, fumes, temperature and noise extremes, machinery, vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, violence, disease, or pathogenic substances.

Attachment(s):

2024 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

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Print Version

Openings as of 4/6/2025

Life Skills Instructional Assistant

JobID: 2036

Position Type:
Support Staff/Life Skills Instructional Assistant

Date Posted:
9/18/2024

Location:
Grassy Creek Elementary

Additional Information: Show/Hide

JOB TITLE	Instructional Assistant (Special Education: Self-Contained LIFE)
FLSA CLASSIFICATION	Non-exempt, hourly employee.
WORK DAYS	181 days (those days when students are scheduled to attend school)
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK YEAR	The Instructional Assistant is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.
SALARY SCHEDULE & BENEFITS	The Instructional Assistant is paid on the “Instructional Assistants” salary schedule for the designated program, level 3, and is eligible for benefits on the “Support Staff” benefits schedule. Starting pay $17.14 per hour.
REPORTS TO	The Instructional Assistant is supervised by one or more teachers. Instructional Assistants and teachers report to the building Principal or designee.
SUPERVISES	The Instructional Assistant does not supervise any other employee(s).

SUMMARY OF DUTIES:

Under direct supervision, as a Classroom Instructional Assistant in Special Education, you will play a crucial role in providing support to students with diverse learning needs. Your primary responsibility will be to assist the Special Education teacher in creating a positive and inclusive learning environment, fostering the academic and social development of students with disabilities. This role primarily serves in a classroom setting, assisting a Special Education Teacher. Depending on the student's needs, some positions may require physical assistance and flexibility to adapt to changing situations. Work hours align with the school schedule, with occasional school meetings and events. . The Instructional Assistant performs related work as directed.

ESSENTIAL FUNCTIONS:

Student Support:
1. Provide one-on-one or small group assistance to students with special needs, helping them with academic, organization, and communication skills.
2. Assists students in achieving their goals that require physical and emotional support with successfully navigating classroom, cafeteria and school-related experiences as outlined by their IEP and teacher direction.
3. Participate in community based instruction, supporting school and community jobs and skill development.
Behavioral Support and Safety & Health:
1. Implement behavior management strategies, following Individualized Education Plans (IEPs), to support students’ emotional and behavioral development.
2. Ensure the safety and well-being of students at all times, following established protocols for medical and emergency situations.
3. Receives NCI training in order to promote de-escalation and safety.
4. Assists students with daily living skills, such as dressing, eating, lavatory needs, grooming, medical needs, and personal hygiene as appropriate to individual development. Complies with personal hygiene rules and standard sanitation procedures.
Assistive Technology: Familiarize students with assistive technology tools and aid them in using these devices to enhance their learning and/or communication needs.
Classroom Preparation: Collaborate with the teacher to prepare instructional materials, adapt curriculum, and create a supportive classroom environment.
Data Tracking:
1. Collect and record data on student progress and behavior, ensuring accurate documentation for IEP progress reports and meetings.
2. Reinforce behaviors that demonstrate student’s successful achievement and growth of identified goals.
Inclusion: Facilitate the inclusion of students with disabilities into general education classroom activities, ensuring they have equal access to the curriculum.
Communication: Maintain open and effective communication with the teachers and other specialists involved in the students’ education.
Professional Development: Stay informed about best practices in special education and participate in training opportunities to improve your skills and knowledge.
Performs other duties as assigned by the supervisor or designee.

NON-ESSENTIAL FUNCTIONS:

While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: High School diploma or GED is required; an Associate’s degree or higher, or at least sixty (60) semester hours from an accredited institution of higher education is preferred. (Official transcripts are required to validate education.)

2. EXPERIENCE: Previous vocational training or work experience with school-age children with special needs is preferred.

4. OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required. Understanding of the developmental, physical and emotional behaviors and challenges of students with moderate-to-profound intellectual, physical, and/or emotional disabilities; with demonstrated stress management skills; ability to fulfill the dexterity and physical requirements of the work, and effectively attend to special needs of school age children.

Patience, empathy, and strong communication skills.
Ability to follow IEPs and adapt instructional strategies accordingly.
Physical ability to assist students with mobility and personal care needs if necessary.
Flexibility.

This job description is intended to convey information essential to understanding the scope of the position and is not an exhaustive list of skills, efforts, duties, or responsibilities associated with it. The school may revise this job description as needed.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to evaluate, audit, deduce, and/or assess data and/or information using established criteria. Includes exercise of discretion in determining actual or probable consequences, and in referencing such evaluation to identify and select alternatives.
Human Interaction: Requires the ability to assist students and staff by action or interaction in carrying out specialized therapeutic or physical care plans and procedures.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of special needs equipment and devices.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and advisory data and information.
Mathematical Aptitude: Depending on the school grade classroom of assignment, may require the ability to perform addition, subtraction, multiplication, and division; may require ability to calculate decimals and percentages; may require ability to utilize principles of fractions and/or interpret graphs.
Functional Reasoning: Requires the ability to apply principles of influence systems, such as motivation, incentive, and leadership. Ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to problem resolution.
Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving the evaluation of information against sensory, judgmental, or subjective criteria, as opposed to that which is clearly measurable or verifiable.

PHYSICAL REQUIREMENTS: Tasks involve the ability to exert very heavy physical effort in very heavy work, typically involving some combination of climbing and balancing, stooping, kneeling, crouching, and crawling, and the lifting, carrying, pushing, and/or pulling of heavy objects and materials (up to 100 pounds) and occasionally heavier items (100 pounds or over).

SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

ENVIRONMENTAL FACTORS: Tasks are regularly performed with exposure to adverse environmental conditions, such as violence when working with children with severe emotional or intellectual disabilities.

Attachment(s):

2025 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

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Print Version

Openings as of 4/6/2025

Instructional Assistant - LIFE

JobID: 2113

Position Type:
Support Staff/Life Skills Instructional Assistant

Date Posted:
1/10/2025

Location:
Warren Central High School

Closing Date:
Until filled

Additional Information: Show/Hide

Special Education: Self-Contained Instructional Assistant (LIFE) Job Description

JOB TITLE	Instructional Assistant (Special Education: Self-Contained LIFE)
FLSA CLASSIFICATION	Non-exempt, hourly employee.
WORK DAYS	181 days (those days when students are scheduled to attend school)
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK YEAR	The Instructional Assistant is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.
SALARY SCHEDULE & BENEFITS	The Instructional Assistant is paid on the “Instructional Assistants” salary schedule for the designated program, level 3, and is eligible for benefits on the “Support Staff” benefits schedule. Starting pay $17.14 per hour.
REPORTS TO	The Instructional Assistant is supervised by one or more teachers. Instructional Assistants and teachers report to the building Principal or designee.
SUPERVISES	The Instructional Assistant does not supervise any other employee(s).

SUMMARY OF DUTIES:

ESSENTIAL FUNCTIONS:

Student Support:
1. Provide one-on-one or small group assistance to students with special needs, helping them with academic, organization, and communication skills.
2. Assists students in achieving their goals that require physical and emotional support with successfully navigating classroom, cafeteria and school-related experiences as outlined by their IEP and teacher direction.
3. Participate in community based instruction, supporting school and community jobs and skill development.
Behavioral Support and Safety & Health:
1. Implement behavior management strategies, following Individualized Education Plans (IEPs), to support students’ emotional and behavioral development.
2. Ensure the safety and well-being of students at all times, following established protocols for medical and emergency situations.
3. Receives NCI training in order to promote de-escalation and safety.
4. Assists students with daily living skills, such as dressing, eating, lavatory needs, grooming, medical needs, and personal hygiene as appropriate to individual development. Complies with personal hygiene rules and standard sanitation procedures.
Assistive Technology: Familiarize students with assistive technology tools and aid them in using these devices to enhance their learning and/or communication needs.
Classroom Preparation: Collaborate with the teacher to prepare instructional materials, adapt curriculum, and create a supportive classroom environment.
Data Tracking:
1. Collect and record data on student progress and behavior, ensuring accurate documentation for IEP progress reports and meetings.
2. Reinforce behaviors that demonstrate student’s successful achievement and growth of identified goals.
Inclusion: Facilitate the inclusion of students with disabilities into general education classroom activities, ensuring they have equal access to the curriculum.
Communication: Maintain open and effective communication with the teachers and other specialists involved in the students’ education.
Professional Development: Stay informed about best practices in special education and participate in training opportunities to improve your skills and knowledge.
Performs other duties as assigned by the supervisor or designee.

NON-ESSENTIAL FUNCTIONS:

While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

2. EXPERIENCE: Previous vocational training or work experience with school-age children with special needs is preferred.

4. OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required. Understanding of the developmental, physical and emotional behaviors and challenges of students with moderate-to-profound intellectual, physical, and/or emotional disabilities; with demonstrated stress management skills; ability to fulfill the dexterity and physical requirements of the work, and effectively attend to special needs of school age children.

Patience, empathy, and strong communication skills.
Ability to follow IEPs and adapt instructional strategies accordingly.
Physical ability to assist students with mobility and personal care needs if necessary.
Flexibility.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to evaluate, audit, deduce, and/or assess data and/or information using established criteria. Includes exercise of discretion in determining actual or probable consequences, and in referencing such evaluation to identify and select alternatives.
Human Interaction: Requires the ability to assist students and staff by action or interaction in carrying out specialized therapeutic or physical care plans and procedures.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of special needs equipment and devices.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and advisory data and information.
Mathematical Aptitude: Depending on the school grade classroom of assignment, may require the ability to perform addition, subtraction, multiplication, and division; may require ability to calculate decimals and percentages; may require ability to utilize principles of fractions and/or interpret graphs.
Functional Reasoning: Requires the ability to apply principles of influence systems, such as motivation, incentive, and leadership. Ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to problem resolution.
Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving the evaluation of information against sensory, judgmental, or subjective criteria, as opposed to that which is clearly measurable or verifiable.

PHYSICAL REQUIREMENTS: Tasks involve the ability to exert very heavy physical effort in very heavy work, typically involving some combination of climbing and balancing, stooping, kneeling, crouching, and crawling, and the lifting, carrying, pushing, and/or pulling of heavy objects and materials (up to 100 pounds) and occasionally heavier items (100 pounds or over).

SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

ENVIRONMENTAL FACTORS: Tasks are regularly performed with exposure to adverse environmental

Attachment(s):

2025 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

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Print Version

Openings as of 4/6/2025

Instructional Assistant - LIFE Skills

JobID: 2157

Position Type:
Support Staff/Life Skills Instructional Assistant

Date Posted:
3/11/2025

Location:
Liberty Park Elementary School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE	Instructional Assistant (Special Education: Self-Contained)
FLSA CLASSIFICATION	Non-exempt, hourly employee.
WORK DAYS	181 days (those days when students are scheduled to attend school)
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK YEAR	The Instructional Assistant is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.
SALARY SCHEDULE & BENEFITS	The Instructional Assistant is paid on the “Instructional Assistants” salary schedule for the designated program, level 3, and is eligible for benefits on the “Support Staff” benefits schedule. Starting pay $16.72 per hour.
REPORTS TO	The Instructional Assistant is supervised by one or more teachers. Instructional Assistants and teachers report to the building Principal or designee.
SUPERVISES	The Instructional Assistant does not supervise any other employee(s).

SUMMARY OF DUTIES:

ESSENTIAL FUNCTIONS:

Student Support:
1. Provide one-on-one or small group assistance to students with special needs, helping them with academic, organization, and communication skills.
2. Assists students in achieving their goals that require physical and emotional support with successfully navigating classroom, cafeteria and school-related experiences as outlined by their IEP and teacher direction.
3. Participate in community based instruction, supporting school and community jobs and skill development.
Behavioral Support and Safety & Health:
1. Implement behavior management strategies, following Individualized Education Plans (IEPs), to support students’ emotional and behavioral development.
2. Ensure the safety and well-being of students at all times, following established protocols for medical and emergency situations.
3. Receives NCI training in order to promote de-escalation and safety.
4. Assists students with daily living skills, such as dressing, eating, lavatory needs, grooming, medical needs, and personal hygiene as appropriate to individual development. Complies with personal hygiene rules and standard sanitation procedures.
Assistive Technology: Familiarize students with assistive technology tools and aid them in using these devices to enhance their learning and/or communication needs.
Classroom Preparation: Collaborate with the teacher to prepare instructional materials, adapt curriculum, and create a supportive classroom environment.
Data Tracking:
1. Collect and record data on student progress and behavior, ensuring accurate documentation for IEP progress reports and meetings.
2. Reinforce behaviors that demonstrate student’s successful achievement and growth of identified goals.
Inclusion: Facilitate the inclusion of students with disabilities into general education classroom activities, ensuring they have equal access to the curriculum.
Communication: Maintain open and effective communication with the teachers and other specialists involved in the students’ education.
Professional Development: Stay informed about best practices in special education and participate in training opportunities to improve your skills and knowledge.
Performs other duties as assigned by the supervisor or designee.

NON-ESSENTIAL FUNCTIONS:

While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

2. EXPERIENCE: Previous vocational training or work experience with school-age children with special needs is preferred.

4. OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required. Understanding of the developmental, physical and emotional behaviors and challenges of students with moderate-to-profound intellectual, physical, and/or emotional disabilities; with demonstrated stress management skills; ability to fulfill the dexterity and physical requirements of the work, and effectively attend to special needs of school age children.

Patience, empathy, and strong communication skills.
Ability to follow IEPs and adapt instructional strategies accordingly.
Physical ability to assist students with mobility and personal care needs if necessary.
Flexibility.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to evaluate, audit, deduce, and/or assess data and/or information using established criteria. Includes exercise of discretion in determining actual or probable consequences, and in referencing such evaluation to identify and select alternatives.
Human Interaction: Requires the ability to assist students and staff by action or interaction in carrying out specialized therapeutic or physical care plans and procedures.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of special needs equipment and devices.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and advisory data and information.
Mathematical Aptitude: Depending on the school grade classroom of assignment, may require the ability to perform addition, subtraction, multiplication, and division; may require ability to calculate decimals and percentages; may require ability to utilize principles of fractions and/or interpret graphs.
Functional Reasoning: Requires the ability to apply principles of influence systems, such as motivation, incentive, and leadership. Ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to problem resolution.
Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving the evaluation of information against sensory, judgmental, or subjective criteria, as opposed to that which is clearly measurable or verifiable.

PHYSICAL REQUIREMENTS: Tasks involve the ability to exert very heavy physical effort in very heavy work, typically involving some combination of climbing and balancing, stooping, kneeling, crouching, and crawling, and the lifting, carrying, pushing, and/or pulling of heavy objects and materials (up to 100 pounds) and occasionally heavier items (100 pounds or over).

SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

ENVIRONMENTAL FACTORS: Tasks are regularly performed with exposure to adverse environmental conditions, such as violence when working with children with severe emotional or intellectual disabilities.

Attachment(s):

2024 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

Email To A Friend
Print Version

Openings as of 4/6/2025

Instructional Assistant - Special Education Resource

JobID: 2091

Position Type:
Support Staff/Special Education Assistant

Date Posted:
11/22/2024

Location:
Creston Intermediate and Middle School

Closing Date:
Until filled

Additional Information: Show/Hide

JOB TITLE	Instructional Assistant (Special Education/Resource)
FLSA CLASSIFICATION	Non-exempt, hourly employee
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK DAYS	181 days (those days when students are scheduled to attend school)
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK YEAR	The Instructional Assistant is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.
SALARY SCHEDULE & BENEFITS	The Instructional Assistant is paid on the “Instructional Assistants” salary schedule, and is eligible for benefits on the “Support Staff” benefits schedule. Starting pay $16.05 per hour.
REPORTS TO	The Instructional Assistant is supervised by one or more teachers. Instructional Assistants and teachers report to the building Principal.
SUPERVISES	The Instructional Assistant does not directly supervise any other employee(s).

GENERAL SUMMARY OF DUTIES:

Under direct supervision, the Instructional Assistant provides support in an educational environment, performing paraprofessional work in assisting teachers and students. The Instructional Assistant works with certified teachers, occupational/physical therapists, and other specialists in the education, development, and care of students with mild-to-moderate special needs. Performs related work as directed.

ESSENTIAL FUNCTIONS:

Provides developmental, instructional, and/or vocational assistance to students with special needs, as prescribed by the supervising teacher(s).
Assists students as they arrive on buses taking them to and from learning areas, which may include physically transferring students from wheelchairs to school desks or floor mats for participation in school activities.
Monitors activities and behavior of students to ensure the physical and environmental safety of students, as well as adherence to appropriate conduct and disciplinary controls.
Assists students with developmentally appropriate gross motor and/or fine motor activities; assists students with daily living skills as appropriate to individual development.
Applies effective principles and procedures of crisis intervention to students with aggressive behavior or other social difficulties; provides physical restraint if necessary for the safety of students.
Reinforces rules of the school and learning environment; acknowledges and encourages appropriate behavior and distinguishes inappropriate behavior for the students' understanding.
Assists the teacher(s) in the supervision of learning activities, circulating within the classroom and providing assistance and learning support to students.
Provides instruction to students as prescribed by the supervising teacher(s) and reinforces skills introduced by the teacher(s); may utilize games, stories, or other constructive activities to enhance students’ learning skills.
Assists the teacher(s) by noticing students’ language, math, and communication skills; monitors students’ progressive learning skills; makes the teacher(s) aware of students’ learning deficiencies; documents records of learning activities and diagnosis.
May be asked to assist in the preparation of lesson plans and behavior modification plans; may be asked to provide input and assistance in the development of classroom learning activities; prepares or assists in the preparation of instructional and vocational materials.
Maintains accurate and complete records of student activities and behavior which may require the use of a computer to enter student information and data;
Assists in preparing classroom bulletin boards, classroom decorations, displays of student activities, and other classroom objectives.
May be asked to prepare draft reports and to tentatively complete forms, schedules, and instructional reports, as directed.
Learns students’ assigned bus routes to assist with proper boarding of students.
May be assigned monitoring duties, i.e., hallways, lunchroom, restrooms, and bus duty; ensures appropriate student conduct during these periods; escorts students to designated activity areas, i.e., music room, computer room, art classes, assemblies, etc.
May be assigned to various labs providing assistance to teachers and instruction/information to students; may translate lesson plans and other information to students for better understanding and comprehension.
Responsible for keeping up to date on current technology, as job appropriate, being used by Warren.
With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
Responsible for timely and accurate information they maintain as part of their job responsibilities.
Performs other duties as assigned by the supervisor or designee.

NON-ESSENTIAL FUNCTIONS:

While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: High School diploma or GED is required; an Associate’s degree or higher, or at least sixty (60) semester hours from an accredited institution of higher education is preferred (Official transcripts are required to validate education.)

2. EXPERIENCE: Previous vocational training or work experience with school-age children with special needs is preferred.

4. OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required. Understanding of the developmental, physical and emotional behaviors and challenges of students with moderate-to-profound intellectual, physical, and/or emotional disabilities; with demonstrated stress management skills; ability to fulfill the dexterity and physical requirements of the work, and effectively attend to special needs of school age children.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to evaluate, audit, deduce, and/or assess data and/or information using established criteria. Includes exercise of discretion in determining actual or probable consequences, and in referencing such evaluation to identify and select alternatives.
Human Interaction: Requires the ability to apply principles of persuasion and/or influence.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of special needs equipment and devices, and standard office equipment.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and advisory data and information.
Mathematical Aptitude: Depending on the school grade classroom of assignment, may require the ability to perform addition, subtraction, multiplication, and division; may require ability to calculate decimals and percentages; may require ability to utilize principles of fractions and/or interpret graphs.
Functional Reasoning: Requires ability to carry out detailed but uninvolved written or oral instructions. Involves routine work according to clearly prescribed standard practices, with some latitude for independent judgment.
Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving the evaluation of information against sensory, judgmental, or subjective criteria, as opposed to that which is clearly measurable or verifiable.

PHYSICAL REQUIREMENTS: Tasks involve the ability to exert very heavy physical effort in very heavy work, typically involving some combination of climbing and balancing, stooping, kneeling, crouching, and crawling, and the lifting, carrying, pushing, and/or pulling of heavy objects and materials (up to 100 pounds) and occasionally heavier items (100 pounds or over).

SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

ENVIRONMENTAL FACTORS: Tasks are regularly performed with exposure to adverse environmental conditions, such as violence when working with developmentally disabled or emotionally disturbed children.

Attachment(s):

2025 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

Email To A Friend
Print Version

Openings as of 4/6/2025

Instructional Assistant - Resource

JobID: 2061

Position Type:
Support Staff/Special Education Assistant

Date Posted:
10/28/2024

Location:
Lowell Elementary School

Closing Date:
Until filled

Additional Information: Show/Hide

Special Education: Resource Instructional Assistant Job Description

JOB TITLE	Instructional Assistant (Special Education/Resource)
FLSA CLASSIFICATION	Non-exempt, hourly employee
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK DAYS	181 days (those days when students are scheduled to attend school)
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK YEAR	The Instructional Assistant is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.
SALARY SCHEDULE & BENEFITS	The Instructional Assistant is paid on the “Instructional Assistants” salary schedule, and is eligible for benefits on the “Support Staff” benefits schedule. Starting pay $16.05 per hour.
REPORTS TO	The Instructional Assistant is supervised by one or more teachers. Instructional Assistants and teachers report to the building Principal.
SUPERVISES	The Instructional Assistant does not directly supervise any other employee(s).

GENERAL SUMMARY OF DUTIES:

Under direct supervision, the Instructional Assistant provides support in an educational environment, performing paraprofessional work in assisting teachers and students. The Instructional Assistant works with certified teachers, occupational/physical therapists, and other specialists in the education, development, and care of students with mild-to-moderate special needs. Performs related work as directed.

ESSENTIAL FUNCTIONS:

Provides developmental, instructional, and/or vocational assistance to students with special needs, as prescribed by the supervising teacher(s).
Assists students as they arrive on buses taking them to and from learning areas, which may include physically transferring students from wheelchairs to school desks or floor mats for participation in school activities.
Monitors activities and behavior of students to ensure the physical and environmental safety of students, as well as adherence to appropriate conduct and disciplinary controls.
Assists students with developmentally appropriate gross motor and/or fine motor activities; assists students with daily living skills as appropriate to individual development.
Applies effective principles and procedures of crisis intervention to students with aggressive behavior or other social difficulties; provides physical restraint if necessary for the safety of students.
Reinforces rules of the school and learning environment; acknowledges and encourages appropriate behavior and distinguishes inappropriate behavior for the students' understanding.
Assists the teacher(s) in the supervision of learning activities, circulating within the classroom and providing assistance and learning support to students.
Provides instruction to students as prescribed by the supervising teacher(s) and reinforces skills introduced by the teacher(s); may utilize games, stories, or other constructive activities to enhance students’ learning skills.
Assists the teacher(s) by noticing students’ language, math, and communication skills; monitors students’ progressive learning skills; makes the teacher(s) aware of students’ learning deficiencies; documents records of learning activities and diagnosis.
May be asked to assist in the preparation of lesson plans and behavior modification plans; may be asked to provide input and assistance in the development of classroom learning activities; prepares or assists in the preparation of instructional and vocational materials.
Maintains accurate and complete records of student activities and behavior which may require the use of a computer to enter student information and data;
Assists in preparing classroom bulletin boards, classroom decorations, displays of student activities, and other classroom objectives.
May be asked to prepare draft reports and to tentatively complete forms, schedules, and instructional reports, as directed.
Learns students’ assigned bus routes to assist with proper boarding of students.
May be assigned monitoring duties, i.e., hallways, lunchroom, restrooms, and bus duty; ensures appropriate student conduct during these periods; escorts students to designated activity areas, i.e., music room, computer room, art classes, assemblies, etc.
May be assigned to various labs providing assistance to teachers and instruction/information to students; may translate lesson plans and other information to students for better understanding and comprehension.
Responsible for keeping up to date on current technology, as job appropriate, being used by Warren.
With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
Responsible for timely and accurate information they maintain as part of their job responsibilities.
Performs other duties as assigned by the supervisor or designee.

NON-ESSENTIAL FUNCTIONS:

While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: High School diploma or GED is required; an Associate’s degree or higher, or at least sixty (60) semester hours from an accredited institution of higher education is preferred (Official transcripts are required to validate education.)

2. EXPERIENCE: Previous vocational training or work experience with school-age children with special needs is preferred.

4. OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required. Understanding of the developmental, physical and emotional behaviors and challenges of students with moderate-to-profound intellectual, physical, and/or emotional disabilities; with demonstrated stress management skills; ability to fulfill the dexterity and physical requirements of the work, and effectively attend to special needs of school age children.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to evaluate, audit, deduce, and/or assess data and/or information using established criteria. Includes exercise of discretion in determining actual or probable consequences, and in referencing such evaluation to identify and select alternatives.
Human Interaction: Requires the ability to apply principles of persuasion and/or influence.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of special needs equipment and devices, and standard office equipment.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and advisory data and information.
Mathematical Aptitude: Depending on the school grade classroom of assignment, may require the ability to perform addition, subtraction, multiplication, and division; may require ability to calculate decimals and percentages; may require ability to utilize principles of fractions and/or interpret graphs.
Functional Reasoning: Requires ability to carry out detailed but uninvolved written or oral instructions. Involves routine work according to clearly prescribed standard practices, with some latitude for independent judgment.
Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving the evaluation of information against sensory, judgmental, or subjective criteria, as opposed to that which is clearly measurable or verifiable.

PHYSICAL REQUIREMENTS: Tasks involve the ability to exert very heavy physical effort in very heavy work, typically involving some combination of climbing and balancing, stooping, kneeling, crouching, and crawling, and the lifting, carrying, pushing, and/or pulling of heavy objects and materials (up to 100 pounds) and occasionally heavier items (100 pounds or over).

SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

ENVIRONMENTAL FACTORS: Tasks are regularly performed with exposure to adverse environmental conditions, such as violence when working with developmentally disabled or emotionally disturbed children.

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Openings as of 4/6/2025

BUS MONITOR

JobID: 181

Position Type:
Transportation/Bus Monitor

Date Posted:
1/19/2024

Location:
Transportation Department

Closing Date:
Continuously hiring

Additional Information: Show/Hide

JOB TITLE: Bus Monitor

FLSA CLASSIFICATION: Non-exempt, hourly employee.

WORK DAYS: 182 days (when students are scheduled to attend school).

STANDARD HOURS PER DAY: Tier 2 Monitors: Up to 4 hours; Tier 3 Monitors: Up to 6 hours.

WORK YEAR: The work year for the Bus Monitor includes all days when students are scheduled to attend school.

SALARY SCHEDULE & BENEFITS: The Bus Monitor is paid on the “Bus Driver Monitor” salary schedule. Bus Monitors who consistently work 30 or more hours per week will receive benefits.

REPORTS TO: While working on a bus, the Bus Monitor is under the direction of the Bus Driver. The Bus Monitor and the Bus Driver both report to the Director of Transportation or their designee.

SUPERVISES: The Bus Monitor does not supervise any other employee(s).

GENERAL SUMMARY OF DUTIES:

Under general supervision, the purpose of the position is to perform school bus monitoring, and provide student and bus operator assistance as needed during daily school transportation routes. Employees in this classification assist with the safe loading and unloading of students to and from destinations, and ensure all bus activities support the safety and welfare of all persons. Work includes ensuring appropriate securing of students, and provides assistance to students with special medical needs devices. Performs related work as directed.

ESSENTIAL FUNCTIONS:

Monitors daily school bus activities to ensure proper student conduct at all times, and adherence to appropriate disciplinary controls.
Maintains attendance records and assigns student seating; learns assigned bus route(s).
Ensures the safe loading and unloading of students to and from destinations, to include operation of specialized equipment for attending to students with special needs, i.e., wheelchair lifts and tie-downs, toddler/infant seats and seat belts.
Assists bus operators with pre- and post bus inspection activities to ensure proper operating conditions, adherence to prescribed Department of Transportation standards, and compliance with proper safety standards.
Performs routine cleaning and bus maintenance activities, to include attending to spills and cleaning of body fluids.
Establishes and maintains effective communications and working relationships with bus operators, district personnel, school officials, and parents.
Responsible for keeping up to date on current technology, as job appropriate, being used by Warren.
With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

While the following tasks are necessary for the work of the department, they are not an essential part of the purpose of this position and may also be performed by other department members:

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

1. EDUCATION/TRAINING: High school diploma or GED is required.

2. EXPERIENCE: Previous work experience is preferred.

3. CERTIFICATIONS &/OR LICENSES: None required.

4. OTHER: Required to have a demonstrated ability to effectively attend to the needs of school age children, including those with special medical needs; or an equivalent combination of education, training, and experience. Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to arrange, compare, count, differentiate, measure and/or sort data and/or information. Includes judging whether readily observable functional, structural or compositional characteristics are similar to or divergent from prescribed standards, procedures or routines.
Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of safety restraint and wheelchair lift devices.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference data and information.
Mathematical Aptitude: Requires the ability to perform addition and subtraction.
Functional Reasoning: Requires ability to carry out detailed but uninvolved written or oral instructions. Involves routine work according to clearly prescribed standard practices, with some latitude for independent judgment.
Situational Reasoning: Requires the ability to exercise judgment, decisiveness and creativity in situations involving a variety of generally pre-defined duties which are often characterized by frequent change.

Employees serving as bus monitors in the state of Indiana must meet the following physical, sensory, and environmental requirements to effectively supervise and assist students during school transportation.

PHYSICAL REQUIREMENTS:

Must possess full use of 100% of their body to perform job duties, including assisting students in and out of the vehicle, securing safety equipment, and responding to emergencies.
Ability to sit, stand, and move within a moving vehicle for extended periods while maintaining student supervision and support.
Sufficient strength to assist students with mobility challenges, including lifting and securing mobility-assistive devices such as wheelchairs.
Ability to bend, stoop, twist, kneel, and climb stairs to assist students as needed.
Must be capable of performing repetitive motions, including securing seat belts, harnesses, or other safety restraints.
Must be able to lift and carry up to 50 pounds to assist students, handle emergency equipment, or respond to medical situations.

SENSORY REQUIREMENTS:

Must possess sufficient visual acuity (corrected or uncorrected) to monitor student behavior, identify potential safety concerns, and assist in emergencies.
Must possess adequate hearing ability (corrected or uncorrected) to detect student needs, respond to emergency signals, and communicate effectively with drivers and students.
Ability to distinguish colors for safety indicators, emergency signals, and student identification as needed.
Must have full range of speech and vocal capabilities to communicate effectively with students, drivers, school staff, and emergency personnel.

ENVIRONMENTAL REQUIREMENTS:

Must be able to tolerate and work in a variety of environmental conditions, including:
- Extreme temperatures (heat, cold, and humidity)
- Exposure to fumes, dust, and allergens
- Moderate to high noise levels from student interactions and road conditions
- Vibrations caused by vehicle operation
- Inclement weather conditions such as rain, snow, and ice
Must be able to respond quickly and effectively to emergency situations, including evacuations, medical incidents, and behavioral challenges.
Must be capable of handling the physical and mental stress associated with managing student behavior, de-escalating conflicts, and enforcing safety protocols.

This position requires individuals to consistently meet the above physical, sensory, and environmental demands as a condition of employment to ensure the safe and effective transportation of Indiana’s public school students.

Attachment(s):

2025 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

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Openings as of 4/6/2025

Virtual/Hybrid Instructional Assistant

JobID: 2135

Position Type:
Warren Online Academy/Virtual Instructional Assistant

Date Posted:
2/7/2025

Location:
Warren Online Academy

Closing Date:
Until filled

Additional Information: Show/Hide

FLSA CLASSIFICATION	Non-exempt, hourly employee
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK DAYS	181 days (those days when students are scheduled to attend school)
STANDARD HOURS PER DAY	7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK YEAR	The HYBRID/VIRTUAL Instructional Assistant is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.
SALARY SCHEDULE & BENEFITS	The Instructional Assistant is paid on the “Instructional Assistants” salary schedule, and is eligible for benefits on the “Support Staff” benefits schedule. Starting pay $21.63
REPORTS TO	The Instructional Assistant is supervised by one or more teachers. Instructional Assistants and teachers report to the building Principal.
SUPERVISES	The Instructional Assistant does not directly supervise any other employee(s).

GENERAL SUMMARY OF DUTIES:

Under direct supervision, the HYBRID/VIRTUAL Instructional Assistant provides support in a virtual and in-person educational environment, performing paraprofessional work in assisting teachers and students. The Instructional Assistant works with children individually or in small groups by providing basic instruction in reading, writing, math, spelling, art, or other education-related activities in a HYBRID/VIRTUAL Environment. The HYBRID/VIRTUAL Instructional Assistant is responsible for leading and supervising a variety of developmentally-appropriate activities, as directed by the assigned teacher(s). Performs related work as directed.

ESSENTIAL FUNCTIONS:

Introduces school age students to various computer experiences for the purpose of increasing knowledge, skills and abilities in operation and use of computer hardware and software.
Manages integrated learning system activities, to include proper set-up, operation, scheduling, maintenance, and usage of a school site multi-station instructional computer lab.
Monitors the activities and behavior of children during the absence of the classroom teacher(s) to ensure the physical and environmental safekeeping of students via Canvas/Zoom, as well as adherence to appropriate conduct and disciplinary controls;
Assists the teacher(s) in the supervision of learning activities, within the virtual classroom and providing assistance and learning support to students;
Provides instruction to students as prescribed by the supervising teacher(s) and reinforces the skills introduced by the teacher(s); may utilize games, stories, or other constructive activities to enhance students’ learning skills;
Assists teachers in checking and objectively evaluating students’ work; instructs students individually and in small groups reinforcing the skills based upon instructional guidelines;
Assists in managing student behavior and maintaining classroom order; may be asked to provide input and assistance in the development of classroom activities and learning tools;
Cooperates if asked to assist in the preparation of lesson plans; cooperates if asked to provide input and assistance in the development of classroom activities and learning tools;
Assists the teacher(s) by noticing students’ language, math, and communication skills; monitors students’ progressive learning skills; makes the teacher(s) aware of students’ learning deficiencies; documents records of learning activities and diagnosis;
Prepares or assists in the preparation of instructional materials; performs support tasks such as photocopying materials, laminating items, typing correspondence, and filing paperwork and documentation;
Assists in preparing classroom bulletin boards, classroom decorations, displays of student work, and other classroom objectives;
Cooperates if asked to prepare drafts of reports and to tentatively complete forms, schedules and other data as directed;
Learns students’ assigned bus assignments to assist with proper boarding of students;
Maintains accurate and complete records of a variety of student information that may require the use of a computer to enter student scores and other student data;
Cooperates if assigned monitoring duties, i.e., hallways, lunchroom, restrooms, and bus duty; ensures appropriate student conduct during these assignments; escorts students to designated activity areas, i.e., music room, computer labs, art classes, assemblies, etc..;
Cooperates if assigned to provide assistance to the teacher(s) in various labs and to provide instruction/information to the students; may explain lesson plans and other information to the students for better understanding and comprehension;
Responsible for keeping up to date on current technology, as job appropriate, being used by Warren.
Responsible for timely and accurate information they maintain as part of their job responsibilities.

NON-ESSENTIAL FUNCTIONS:

Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:

2. EXPERIENCE: Previous vocational training and/or work experience with school-age children is preferred.

3. CERTIFICATIONS &/OR LICENSES: Able to meet the requirements of a paraprofessional as outlined in ESSA. Pass the required Expanded Criminal History Check and Expanded Child Protection Index Check. Must have at least an associate’s degree or two years of college or passed the ParaPro Assessment. The Highlander Park offers the ParaPro Assessment at no cost for all Warren Township prospective employees. Testing is offered Monday through Thursday at 9:00 a.m. and 5:30 p.m. To register for your free assessment, email adulteducation@warren.k12.in.us or call 317-532-3000.

PERFORMANCE APTITUDES:

Data Utilization: Requires the ability to arrange, compare, count, differentiate, measure and/or sort data and/or information. Includes judging whether readily observable functional, structural or compositional characteristics are similar to or divergent from prescribed standards, procedures or routines.
Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of standard office equipment.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference data and information.
Mathematical Aptitude: Depending on the grade level of the classroom assignment, may require the ability to perform addition, subtraction, multiplication, and division; may require the ability to calculate decimals and percentages; may require the ability to utilize principles of fractions and/or to interpret graphs;
Functional Reasoning: Requires ability to carry out detailed but uninvolved written or oral instructions. Involves routine work according to clearly prescribed standard practices, with some latitude for independent judgment.
Situational Reasoning: Requires the ability to exercise judgment, decisiveness and creativity in situations involving a variety of generally pre-defined duties which are often characterized by frequent change.

SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

Attachment(s):

2025 OVERVIEW OF BENEFITS FOR SUPPORT STAFF.pdf

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Postings current as of 4/6/2025 6:19:15 PM CST.

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Indiana teaching jobs

Open Positions for Metropolitan School District of Warren Township

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Culture & Leadership

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