1,353 Hazelwood School District jobs in the United States

• Assists the Program Director with assessing, reviewing, and developing specified program components. Maintains program currency and assists in the effort to review and revise programs to enhance the student learning experience.
• Teaches three (3) courses per year or the equivalent, within compensation, to ensure quality of program and student learning experience. (Courses taught within compensation teaching requirement must be fulfilled prior to engaging in out of compensation teaching.) Models excellence in teaching and learning and fosters student development.
• Responsible for assisting the performance of teaching faculty in designated program components. Establishes expectations for excellence in teaching and learning under the supervision of the Program Director.
• Assists the Program Director in ensuring that program curriculum is in alignment with the CityU Academic Model and focuses on application and current practice. Assumes responsibility, serving as a subject matter expert, for developing program components as assigned and for evaluating and updating existing curriculum. Assists the Faculty/Program Director in ensuring alignment of program with accreditation standards.
• Supports student learning and engagement. Proactively develops students to become responsible, ethical, self-directed professionals. Ensures effective orientation, training, mentoring, and coaching for students to foster a respectful, empowering learning environment. Problem-solves students issues related to courses.
• Oversees and advocates for student learning and engagement. Develops proactive interventions to assist at-risk students. Provides quarterly check-ins with students and creates opportunities for engagement outside of the classroom environment.
• Engages in formal and informal academic and institutional governance by serving on councils and committees.
• Participates in and promotes professional communities in area(s) of expertise.

• An earned doctoral degree from an accredited institution in Educational Leadership or related fields.
• Minimum of 5 years of successful experience as a school principal.
• Successful experience as a district-level program administrator, CTE director, and/or superintendent is highly desired.
• Proven experience in teaching, preferably teaching adults in both in-class and online modes of educational delivery.
• Ability to address student academic-related issues and concerns in support of retention and student success.
• Ability to lead and manage in a creative and fast-paced environment.
• Ability to work comfortably with and manage virtual teams.
• Excellent oral, written and interpersonal skills. Must be able to relate to and communicate with diverse students, faculty, staff, and external communities.
• Ability to present a professional image on behalf of the academic school and CityU as appropriate.
• Proficiency with Microsoft Office products and learning management systems in support of quality teaching and learning.

• While performing the duties of this job, the employee is frequently required to sit, talk, hear, and perform repetitive motions of the hands or wrists.
• The employee is occasionally required to stand, walk, grasp or handle, stoop or bend, and reach.

• Work is generally performed indoors in a typical office setting.
• Evening and weekend hours may be required.
• Travel, including overnight travel, may be required.

• Completed Electronic Application Form
• Resume
• Cover Letter

The Department of Educational Leadership at Tennessee State University is seeking to fill a tenure-track faculty position to teach courses in the Career and Technical Education (CTE) Program preparing candidates for the Occupational Teacher License. Education, Leader, Professor, Associate, Assistant, Technical

Job Type

Full-time

Description

The School Principal is responsible for providing leadership, management, and supervisory skills to promote student achievement. S/he is also tasked with sustaining and improving a culture of high excellence and school improvement. The Principal has direct accountability for the academic performance of the school and provides leadership and expertise for curriculum and instruction. The Principal is responsible for developing and implementing both short-term and long-term strategic and operational plans for the school and for supervising the operations of all departments related to areas of student success. The Principal is a steward for learning - student learning, staff learning, and parent learning.

Role and Responsibilities

The duties of the Principal include, but are not limited to the following tasks:

Vision

• Works collaboratively with the school community to help develop and maintain a shared LFNO vision.
• Brings the LFNO vision to life by using it to guide decision-making about students and the instructional program.
• Maintains faculty focus on developing learning experiences that focuses on students' success and life-long learning.
• Maintains open communication with the school community and effectively conveys high expectations for student learning to the community.
• Provides opportunities and support for collaboration, the exchange of ideas, experimentation with innovative teaching strategies, and ongoing school improvement.
• Fosters the integration of students into mainstream society while valuing diversity.

• Assists with the development and implements the mission-aligned academic vision and strategic plan.
• Develops and provides oversight, guidance, resources, and support to the school based academic and student services teams.
• Managing the implementation of the curriculum mapping to align the Louisiana Student Standards with the French National Curriculum.
• Serves as an ex-officio member of Board Committees as needed.
• Ensures compliance with school charter in all areas of curriculum and instruction.
• Negotiates vendor and service contracts for curriculum/teaching materials in accordance with the allotted budget approved by the Board and managing the academic budget.
• Collaborates with all other campuses and with the central office staff for the successful functioning of all aspects of school life.
• Recognizes, models, and promotes effective teaching strategies that enable students to apply what they learn to real world experiences.
• Encourages and supports the use of both innovative, research-based teaching strategies to engage students actively in solving complex problems and methods of student assessment which will enhance learning for all students.
• Conducts frequent classroom visits and periodic observations, provides constructive feedback to faculty and staff, and suggests models of effective teaching techniques when needed.
• Fosters a caring, growth-oriented environment for faculty and students, one in which high expectations and high standards for student achievement are emphasized.
• Promotes collaboration and team building among faculty.

• Communicates a focused vision for both school and individual professional growth.
• Uses research and data from multiple sources to design and implement professional development activities.
• Secures the necessary resources for meaningful professional growth, including the time for planning and the use of emerging technologies.
• Provides opportunities for individual and collaborative professional development.
• Provides incentives for learning and growth and encourages participation in professional development activities at the national, state, and parish levels.
• Assesses the overall impact of professional development activities on the improvement of teaching and student learning.

• Provides ongoing opportunities for staff to reflect on their roles and practices in light of student standards and school goals.
• Facilitates school-based research and uses these and other research findings to plan school improvement initiatives, pace the implementation of these changes, and evaluate their impact on teaching and learning.
• Fosters the genuine continuous involvement and commitment of the school community in promoting the progress of all students toward attaining high standards.
• Enhances school effectiveness by appropriately integrating the processes of teacher selection/evaluation and professional development with school improvement.

• Supervises the implementation of equity and effectiveness in all grading policies, including classroom grading practices.
• Manages the timely preparation and delivery of benchmark testing and statewide testing.

• Models ethical behavior at both the school and community levels.
• Communicates to others expectations of ethical behavior.
• Respects the rights and dignity of others.
• Provides accurate information without distortion and without violating the rights of others.
• Develops a caring school environment in collaboration with faculty and staff.
• Applies laws, policies, regulations, and procedures fairly, consistently, wisely, and compassionately.
• Minimizes bias in self and others and accepts responsibility for his or her own decisions and actions.
• Addresses unethical behavior in self and others.

• Is visible and involved in the community and treats members of the school community equitably.
• Involves the school in the community while keeping the school community informed.
• Uses school-community resources to enhance the quality of school programs, including those resources available through business and industry.
• Recognizes and celebrates school successes publicly.
• Communicates effectively, both interpersonally and through various forms of media

• Maintains a safe, secure, clean, and aesthetically pleasing physical school plant.
• Maintains a positive school environment where proper student discipline is the norm.
• Manages fiscal resources responsibly, efficiently, and effectively and monitors whether others do so as well.
• Manages human resources responsibly by selecting and inducting new personnel appropriately.
• Assigning and evaluating all staff effectively and taking other appropriate steps to build an effective school staff.
• Provides and coordinates appropriate co-curricular and extra-curricular activities.
• Uses shared decision making effectively in the management of the school.
• Manages time and delegates appropriate administrative tasks to maximize attainment of school goals.

• Creates and ensures a safe, clean, and orderly environment that encourages students to take responsibility for behavior and creates high morale among staff and students.
• Creates schedules and procedures for the supervision of students.
• In collaboration with the central office staff, develops safety and emergency operations plans and supervising regular safety drills.
• Creates, maintains, and supports a climate that values, accepts, and understanding diversity in culture and point of view.
• Recognizes and promotes the strengths of a diverse school population and creating an equitable and culturally responsive climate.
• Engages in courageous conversations about diversity.
• Fosters a school climate that supports both student and staff success and promoting respect and appreciation for all students, staff, and parents, who feel valued and belonging to the school community.

• Supports services such as transportation, food, health, and extended care responsibly.
• Supports the operations staff with establishing procedures for safe storing and integrity of all public and confidential school records.
• Uses available technology to manage school operations.
• Monitors and evaluates school operations and uses feedback appropriately to enhance effectiveness.
• Ensures that student records are complete and current.
• Assists and collaborates with the central staff for the smooth running of personnel management, emergency procedures, and facility operations.
• Maintains a visible and accessible presence in the school.
• Protects instructional time when scheduling events and communication efforts.
• Ensures that school facilities are conducive to a positive school environment.
• Assumes responsibility for all physical properties assigned to the school.
• Plans, prepares, and distributes student and handbooks.
• Cooperates with community agencies whose purpose relates to the health, safety, and welfare of students.
• Assumes responsibility for graduation and/or closing of school activities.

• Strong commitment to the mission and vision of Lyce Franais
• Dedication to academic excellence and achievement
• Proven ability to communicate effectively and work collaboratively with teachers, staff and parents
• Ability to prioritize, organize, and lead by example
• Master's Degree or other advanced degree(s) in education or related field
• Leadership experience in Middle and High School setting

• Louisiana Principal Certification (Educational Leadership, Level 1) or comparable certification from another U.S. state.
• Certification in the French National Curriculum
• Three (3) years of successful school leadership experience in an urban setting
• Proficiency in the French language

Department: Counseling & Psych Serv
Salary/Grade: EXS/10

Job Summary:

Kellogg School of Management-based professional offering mental health services to the Kellogg community with a particular focus on providing services to Kellogg students. Embedded in the Kellogg School of Management, the Staff Therapist will conduct mental health evaluations and provide brief individual and group therapy, crisis intervention, referrals, and outreach and educational programming. Expertise in the mental health issues facing graduate and professional students is highly preferred. Direct reporting relationship to Counseling and Psychological Services (CAPS) and a dotted line to the Assistant Dean and Director of Student Life of Kellogg.

While a standard work week for this position is 37.5 hours, the specific work hours for this position will vary to accommodate the need for mental health services for Kellogg students. The Staff Therapist in this position, in collaboration with supervisors, will determine a work schedule that may include 4-8 evening hours (after 5pm) per week depending on the time in the academic year. In addition, this position requires some additional evening hours and occasional weekend duties. The Staff Therapist may provide 2-3 evening or weekend outreach events for Kellogg students per term (e.g., wellness events, new student orientation, etc.).

Please note: Evening and weekend hours will be required at times.

Learn more about the Kellogg School of Management:

Learn more about Counseling and Psychological Services:

Appointment term: This is 3-year appointment scheduled to end three years after hire, with an opportunity for renewal based on performance and available funding.

Pay: The pay range for this Staff Therapist position is $92,000 - 98,000 depending on experience, skills, and internal equity.

Specific Responsibilities:

Clinical Services

• Provide individual and group psychotherapy for Kellogg students, including mental health issues facing graduate and professional students. Understanding of mental health challenges common for this student population.
• Provide triage, initial assessments, crisis management, daytime walk-in emergency services, and assume some after-hours responsibilities for emergency services/response for Kellogg students (Kellogg students also have access to the CAPS after-hours emergency service).
• Maintain clinical records and necessary statistics of psychotherapeutic and other client contacts with Kellogg students in Titanium Electronic Record System.
• Consult with psychiatrists in conjunction with prescribing and monitoring psychotropic medication use for Kellogg student psychotherapy clients.
• Consult with parents, physicians, faculty, academic deans, off-campus counseling services, other campus offices and students, when appropriate, and with appropriate authorization, in order to provide quality, holistic care to Kellogg students.
• Consult with CAPS therapists regarding clinical cases as needed.
• Make referrals to off-campus therapists, clinics, or hospitals, when appropriate.
• All clinical services rendered will follow CAPS policies and procedures.

Training

• Supervise and participate in training experiences for master's and doctoral level graduate trainees who will assist at the Kellogg School of Management.
• Provide case management and consultation to trainees who assist at the Kellogg School of Management.
• Provide crisis management supervision to trainees who assist at the Kellogg School of Management.

Outreach and Education Programming

• As dotted-line report to the Assistant Dean and Director of Student Life at the Kellogg School of Management, and in collaboration with other members of the Kellogg leadership team, focus on Kellogg student specific education and outreach. Assess and summarize Kellogg students' needs and unique challenges faced by Kellogg Students. This includes consulting with the Assistant Dean and Director of Student Life at Kellogg and the broader student services team on trends and needs among the Kellogg student community.
• Conduct other outreach and educational programming, including orientation sessions for new Kellogg students, Kellogg faculty and staff education workshops on supporting Kellogg Students' mental health needs.
• Liaise with Kellogg student groups, attending periodic meetings of the various organizations to provide support and psychoeducation regarding mental health and wellness.
• Provide various student learning programs and do needs assessments with students, faculty, and staff at the Kellogg School of Management to ensure relevant programming is being offered to the Kellogg community.

Other Duties

• Attend and participate in weekly CAPS staff meetings, Kellogg-focused case conferences, and relevant in-service trainings.
• Attend and participate in regular Kellogg student services staff meetings and other meetings as appropriate.
• Regularly advise the Kellogg School of Management leadership regarding mental health trends for Kellogg students and recommend actions to proactively address student needs.

Miscellaneous

• Performs other duties as assigned.

Minimum Qualifications:

• Hold a completed Master's degree in Social Work, Counseling, or related field from an accredited program or doctoral level degree (Ph.D. or Psy.D.) in clinical or counseling psychology from an APA accredited program.
• Candidates with doctoral degrees must have completed a doctoral internship at an APA accredited site.
• Currently licensed or eligible to be licensed as an independent mental health provider (e.g., psychologist, licensed clinical professional counselor, or licensed clinical social worker) by the State of Illinois (i.e., at time of application, must have completed all licensure requirements including successfully passing any examinations and completing any clinical supervision hours required for licensure by the State of Illinois). Illinois license must be obtained no later than 12 months after hire date.
• Experience in the provision of group therapy.
• Possess outstanding and culturally responsive clinical skills and a well-integrated understanding of short-term therapy, crisis intervention, consultation, and developmental community-based intervention programming.

Minimum Competencies:

• Candidates must demonstrate strong clinical skills and a well-integrated understanding of short-term therapy, group therapy, crisis intervention, community consultation, and outreach programming.
• Candidates must demonstrate a commitment to providing appropriate and responsive services to all clients.
• Have thorough knowledge of clinical applications for contemporary issues in psychology and student affairs.
• Demonstrates comfort and skill with using basic computer software (such as Microsoft Word, Excel, and Outlook as well as other Windows-based programs).

Preferred Qualifications:

• Currently licensed in the State of Illinois as a Clinical Psychologist, Licensed Clinical Professional Counselor, or Licensed Clinical Social Worker.
• Experience partnering effectively and collegially on an inter-disciplinary team in a university counseling center or other mental health agency.

Preferred Competencies:

• Expertise in the mental health issues facing graduate and professional students.
• Knowledge/expertise in mental health concerns faced by individuals from a variety of different backgrounds.
• Demonstrates commitment to co-create a welcoming community and actively participate in related professional development, including openness to feedback and ongoing self-examination.
• Strong creativity and problem-solving skills.

Required Application Materials:

• Cover letter outlining which of the two positions you are interested in and address how you meet the specific job requirements.
• A current CV

To view this job posting and/or apply for this job, click here: Northwestern University, Counseling and Psychological Services, Staff Therapist (Embedded Kellogg School of Management)

Benefits: At Northwestern, we are proud to provide meaningful, competitive, high-quality health care plans, retirement benefits, tuition discounts and more! Visit us at to learn more.

Work-life and Wellness: Northwestern offers comprehensive programs and services to help you and your family navigate life's challenges and opportunities and adopt and maintain healthy lifestyles. We support flexible work arrangements where possible and programs to help you locate and pay for quality, affordable childcare, and senior/adult care. Visit us at to learn more.

Professional Growth and Development: Northwestern supports employee career development in all circumstances whether your workspace is on campus or at home. If you're interested in developing your professional potential or continuing your formal education, we offer a variety of tools and resources. Visit us at to learn more.

Northwestern University is an Equal Opportunity Employer and does not discriminate on the basis of protected characteristics, including disability and veteran status. View Northwestern's non-discrimination statement . Job applicants who wish to request an accommodation in the application or hiring process should contact the Office of Civil Rights and Title IX Compliance. View additional information on the accommodations process .

#LI-GY1

• Master's degree in Education, Curriculum Design, or a related field.
• Minimum of 5 years of experience in curriculum development and instructional design in an educational setting.
• Proven experience in creating engaging learning materials, lesson plans, and assessments.
• Familiarity with learning management systems (LMS) and educational technologies.
• Strong understanding of pedagogical theories and educational standards (e.g., Common Core).
• Excellent research, writing, and editing skills.
• Ability to collaborate effectively with diverse teams and stakeholders.
• Strong organizational and project management skills.
• Experience in adult education or higher education is a plus.

• Design, develop, and revise curricula for online, blended, and face-to-face learning environments.
• Collaborate with subject matter experts, educators, and instructional designers to create high-quality learning materials.
• Ensure curriculum content is accurate, up-to-date, and aligned with learning objectives and relevant educational standards.
• Develop engaging learning activities, assessments, and multimedia resources.
• Implement instructional design models (e.g., ADDIE, SAM) to guide the curriculum development process.
• Evaluate the effectiveness of curricula through student feedback, assessment data, and performance metrics.
• Facilitate the integration of educational technology and digital tools into learning programs.
• Provide training and support to educators on curriculum implementation and best practices.
• Manage curriculum development projects from inception to completion, adhering to timelines and quality standards.
• Stay abreast of current trends and innovations in education and instructional design.

• Master's degree in Education, Curriculum and Instruction, Instructional Design, or a related field.
• Minimum of 5 years of experience in curriculum development and instructional design.
• Proven experience designing curricula for K-12 or higher education.
• Strong understanding of learning theories, adult learning principles, and instructional design methodologies.
• Proficiency with learning management systems (LMS) and e-learning development tools (e.g., Articulate Storyline, Adobe Captivate).
• Excellent written and verbal communication skills, with a keen eye for detail.
• Ability to work independently, manage multiple projects, and meet deadlines in a remote setting.
• Creative thinking and problem-solving skills applied to educational content.
• Experience in developing assessment strategies and evaluating learning outcomes.
• Portfolio demonstrating successful curriculum development projects is highly recommended.