The University of Nevada, Reno Extension is recruiting for a full-time, 12-month Lecturer II, non-tenure track or an Assistant Professor, Extension Educator, tenure-track for its Lander County Nevada location. This position will reside in Battle Mountain, NV .
The primary role of this position is to establish a non-formal (non-credit) community-based education program focused upon identified local needs in Agriculture/Natural Resources (ranching), Community Development, Children, Youth and Families, Health and Nutrition, and Horticulture. Extension Educators use peer-reviewed research as the foundation of their educational programming. This position assesses community needs, develops and implements relevant educational programming, and documents program outcomes and impacts. Additional roles and responsibilities include: 1) creating appropriate community-based research, scholarly and/or creative works (peer-reviewed extension and journal publications, presentations at professional meetings, use of electronic media, etc.); 2) providing subject matter expertise to colleagues in Cooperative Extension and/or the University of Nevada, Reno; 3) securing resources (grants, gifts, budget enhancements) as needed; 4) providing professional development to peers, collaborators, and self; 5) providing oversight and management of the Lander County Extension Office; and 6) assuming professionalism with all internal and external audiences, ensuring proactive communication. This position provides oversight of the 4-H staff and program and serves as the local university liaison with county government. The typical role statement for Extension Educators is 70% teaching, 25% scholarship, research and creativity, and 5% service (community, college, university, and professional societies). This position requires a commitment to work effectively with diverse cultural and community interests and to develop and maintain solid working relationships within the community.
Department Information University of Nevada, Reno Extension is a major unit of the University of Nevada, Reno, and resides in the College of Agriculture, Biotechnology and Natural Resources. Extension uses peer-reviewed research to find solutions to community-based issues and needs, within six broad legislatively mandated areas: Agriculture; Children, Youth, and Families; Community Development; Health and Nutrition; Horticulture; and Natural Resources. The mission is to discover, develop and disseminate, preserve and use knowledge to strengthen the social, economic and environmental well-being of people and their communities. Extension has offices in 16 of Nevada’s 17 counties with programs that span very large urban centers with over two million residents to isolated ranching and farming communities of several hundred or fewer inhabitants
County Profile Lander County is comprised of the towns of Battle Mountain, Austin, and Kingston and has some of the darkest night skies in the United States. There is no shortage of land in this ranching region so feeling fenced in is not an option. One can unplug under the aspen trees, soak at Spencer Hot Springs, hike the 72-mile Toiyabe Crest Trail or for the adventurous, there are all kinds of wheeled adventures and sporting endeavors. Lander County is a mining area and full of exciting opportunities where it is easy to engage with the community. Lander County, Nevada has 5,519 square miles. The county seat is Battle Mountain. Battle Mountain is the largest with 3,535 persons. There are 124 farms and ranches in the county with 85% of the land used as pasture or forage. The Bureau of Land Management administers approximately 76 percent of the land. The largest employers in the county are the Lander County School District and the Cortez Gold Mine (Eureka County), and the Phoenix Mine. The county mines 75 percent of the total U.S. Gold production. Some exciting opportunities in Lander consist of renewable energy, unmanned aerial systems, etc. For fun, there is something for everyone from hot springs and wine walks to the desert oasis of Lewis Canyon, Crum Canyon-Hilltop Drive, and Mill Creek Canyon in Kingston.
Jan 02, 2020
Full time
The University of Nevada, Reno Extension is recruiting for a full-time, 12-month Lecturer II, non-tenure track or an Assistant Professor, Extension Educator, tenure-track for its Lander County Nevada location. This position will reside in Battle Mountain, NV .
The primary role of this position is to establish a non-formal (non-credit) community-based education program focused upon identified local needs in Agriculture/Natural Resources (ranching), Community Development, Children, Youth and Families, Health and Nutrition, and Horticulture. Extension Educators use peer-reviewed research as the foundation of their educational programming. This position assesses community needs, develops and implements relevant educational programming, and documents program outcomes and impacts. Additional roles and responsibilities include: 1) creating appropriate community-based research, scholarly and/or creative works (peer-reviewed extension and journal publications, presentations at professional meetings, use of electronic media, etc.); 2) providing subject matter expertise to colleagues in Cooperative Extension and/or the University of Nevada, Reno; 3) securing resources (grants, gifts, budget enhancements) as needed; 4) providing professional development to peers, collaborators, and self; 5) providing oversight and management of the Lander County Extension Office; and 6) assuming professionalism with all internal and external audiences, ensuring proactive communication. This position provides oversight of the 4-H staff and program and serves as the local university liaison with county government. The typical role statement for Extension Educators is 70% teaching, 25% scholarship, research and creativity, and 5% service (community, college, university, and professional societies). This position requires a commitment to work effectively with diverse cultural and community interests and to develop and maintain solid working relationships within the community.
Department Information University of Nevada, Reno Extension is a major unit of the University of Nevada, Reno, and resides in the College of Agriculture, Biotechnology and Natural Resources. Extension uses peer-reviewed research to find solutions to community-based issues and needs, within six broad legislatively mandated areas: Agriculture; Children, Youth, and Families; Community Development; Health and Nutrition; Horticulture; and Natural Resources. The mission is to discover, develop and disseminate, preserve and use knowledge to strengthen the social, economic and environmental well-being of people and their communities. Extension has offices in 16 of Nevada’s 17 counties with programs that span very large urban centers with over two million residents to isolated ranching and farming communities of several hundred or fewer inhabitants
County Profile Lander County is comprised of the towns of Battle Mountain, Austin, and Kingston and has some of the darkest night skies in the United States. There is no shortage of land in this ranching region so feeling fenced in is not an option. One can unplug under the aspen trees, soak at Spencer Hot Springs, hike the 72-mile Toiyabe Crest Trail or for the adventurous, there are all kinds of wheeled adventures and sporting endeavors. Lander County is a mining area and full of exciting opportunities where it is easy to engage with the community. Lander County, Nevada has 5,519 square miles. The county seat is Battle Mountain. Battle Mountain is the largest with 3,535 persons. There are 124 farms and ranches in the county with 85% of the land used as pasture or forage. The Bureau of Land Management administers approximately 76 percent of the land. The largest employers in the county are the Lander County School District and the Cortez Gold Mine (Eureka County), and the Phoenix Mine. The county mines 75 percent of the total U.S. Gold production. Some exciting opportunities in Lander consist of renewable energy, unmanned aerial systems, etc. For fun, there is something for everyone from hot springs and wine walks to the desert oasis of Lewis Canyon, Crum Canyon-Hilltop Drive, and Mill Creek Canyon in Kingston.
Do people who know you refer to you as “The Connector” or some other type of network aficionado nickname? Does your commitment to every child’s education drive you to do whatever needs to be done to ensure that education is of the quality they deserve? Have you seen the difference effective and equitable management practices can make in how well teams can deliver results for the children they educate? We’d like a word with you!
The Management Center (TMC) is seeking our first Partner, Education Sector Engagement & Partnerships to contribute to the ever-expanding work of our Educational Equity (Ed Equity) Team. The Partner will leverage their, and TMC’s, networks of leaders, schools, and organizations committed to the success of every child to build and grow partnerships with TMC to offer our services of management coaching and training.
Who We Are
We view educational equity as much-needed social change, and our mission is to help social change leaders learn how to build and run more effective organizations so they can deliver great results. Founded in 2006, we have helped shape the practices of hundreds of influential organizations and thousands of individual managers, focusing in particular on leading progressive organizations working for social change. In 2015, we expanded our reach to include the educational equity sector. This sector development is still in start-up mode as we build our support of superintendents, school leaders responsible for the children and adults in their buildings, among other leaders in the education space, and organizations advocating for more equitable educational policies. Our clients work on issues where they face an inherently uphill battle and so must fight more effectively if they are going to achieve their missions and do their best for children. We aim to help them by making their organizations as effective as possible.
The Ed Equity Team has ambitious goals to support as many school leaders and organizations that educate some of our most vulnerable populations (students of color and low-income students) as possible. We are particularly committed to serving schools/organizations led by and for leaders of color and indigenous leaders.
What You’ll Do
Reporting to the head of the educational equity sector, the Partner will be an integral member of the team who will create an outreach game plan and execute it by quickly identifying and winning over strategic clients who have high expectations for our work with them. This individual will cut through all red tape to get the job done and secure future partnerships/business for our ed sector coaches and trainers in order to help us reach our ambitious goals.
This newly developed role will evolve over time, but you’ll have 2 major areas of responsibility:
Strategic engagement and partnership-building – approximately 70% of your time
Build and maintain relationships across the education sector to generate business (primarily in schools, school districts, and non-profits/foundations that support either).
Secure and/or maintain at least 7 Ed Equity partnerships within the first year with at least 1 being an organization lead by a person of color or indigenous person.
Team support – approximately 30% of your time
Identify/develop internal systems that make the building and maintenance of relationships with external partners easier to scale.
Steward strategic partnerships that help us accomplish our goals around impact and number of managers trained, including
Acting as a liaison between external partners and the rest of the Ed Equity team.
Delegating logistical aspects of partnerships (e.g. writing contracts, conducting intake calls, scheduling onsite trainings) to the relevant TMC team member
Collaborating with the Administrative Team and the Ed Equity Sector Head to ensure everyone has the information they need to move forward
Lead trainings for select clients; including the majority of trainings at education conferences TMC attends
If you were a member of the team this year, you would have been
Networking with school and district leaders, hearing their needs, and recommending resources to them (TMC and others).
Identifying and pursuing potential new partnerships that TMC’s Ed Equity Sector should pursue.
Setting up the initial systems for new partnerships and analyzing the systems for current partnerships to ensure client needs met and all members our team understand their roles with the client.
Creating an outreach plan to secure school leader management trainings for the summer.
Partnering with large public school districts when big and tricky issues arise.
What Else You Should Know
We are an equal opportunity employer, are committed to racial equity, and we make a particular effort to recruit people of color, indigenous people, and gender-non-conforming people to apply for open positions.
This position is full-time, can be based anywhere in the United States, and requires moderate travel (1 – 4 days per month).
The full-time salary range is between $122,400 to $166,400 for Partners, with exact salary depending on experience and new staff rarely starting at the top of the range. We also offer excellent benefits, including an additional 5% employer contribution to your retirement fund with no match required.
What Now?
If this seems like you, please complete an application!
Dec 18, 2019
Full time
Do people who know you refer to you as “The Connector” or some other type of network aficionado nickname? Does your commitment to every child’s education drive you to do whatever needs to be done to ensure that education is of the quality they deserve? Have you seen the difference effective and equitable management practices can make in how well teams can deliver results for the children they educate? We’d like a word with you!
The Management Center (TMC) is seeking our first Partner, Education Sector Engagement & Partnerships to contribute to the ever-expanding work of our Educational Equity (Ed Equity) Team. The Partner will leverage their, and TMC’s, networks of leaders, schools, and organizations committed to the success of every child to build and grow partnerships with TMC to offer our services of management coaching and training.
Who We Are
We view educational equity as much-needed social change, and our mission is to help social change leaders learn how to build and run more effective organizations so they can deliver great results. Founded in 2006, we have helped shape the practices of hundreds of influential organizations and thousands of individual managers, focusing in particular on leading progressive organizations working for social change. In 2015, we expanded our reach to include the educational equity sector. This sector development is still in start-up mode as we build our support of superintendents, school leaders responsible for the children and adults in their buildings, among other leaders in the education space, and organizations advocating for more equitable educational policies. Our clients work on issues where they face an inherently uphill battle and so must fight more effectively if they are going to achieve their missions and do their best for children. We aim to help them by making their organizations as effective as possible.
The Ed Equity Team has ambitious goals to support as many school leaders and organizations that educate some of our most vulnerable populations (students of color and low-income students) as possible. We are particularly committed to serving schools/organizations led by and for leaders of color and indigenous leaders.
What You’ll Do
Reporting to the head of the educational equity sector, the Partner will be an integral member of the team who will create an outreach game plan and execute it by quickly identifying and winning over strategic clients who have high expectations for our work with them. This individual will cut through all red tape to get the job done and secure future partnerships/business for our ed sector coaches and trainers in order to help us reach our ambitious goals.
This newly developed role will evolve over time, but you’ll have 2 major areas of responsibility:
Strategic engagement and partnership-building – approximately 70% of your time
Build and maintain relationships across the education sector to generate business (primarily in schools, school districts, and non-profits/foundations that support either).
Secure and/or maintain at least 7 Ed Equity partnerships within the first year with at least 1 being an organization lead by a person of color or indigenous person.
Team support – approximately 30% of your time
Identify/develop internal systems that make the building and maintenance of relationships with external partners easier to scale.
Steward strategic partnerships that help us accomplish our goals around impact and number of managers trained, including
Acting as a liaison between external partners and the rest of the Ed Equity team.
Delegating logistical aspects of partnerships (e.g. writing contracts, conducting intake calls, scheduling onsite trainings) to the relevant TMC team member
Collaborating with the Administrative Team and the Ed Equity Sector Head to ensure everyone has the information they need to move forward
Lead trainings for select clients; including the majority of trainings at education conferences TMC attends
If you were a member of the team this year, you would have been
Networking with school and district leaders, hearing their needs, and recommending resources to them (TMC and others).
Identifying and pursuing potential new partnerships that TMC’s Ed Equity Sector should pursue.
Setting up the initial systems for new partnerships and analyzing the systems for current partnerships to ensure client needs met and all members our team understand their roles with the client.
Creating an outreach plan to secure school leader management trainings for the summer.
Partnering with large public school districts when big and tricky issues arise.
What Else You Should Know
We are an equal opportunity employer, are committed to racial equity, and we make a particular effort to recruit people of color, indigenous people, and gender-non-conforming people to apply for open positions.
This position is full-time, can be based anywhere in the United States, and requires moderate travel (1 – 4 days per month).
The full-time salary range is between $122,400 to $166,400 for Partners, with exact salary depending on experience and new staff rarely starting at the top of the range. We also offer excellent benefits, including an additional 5% employer contribution to your retirement fund with no match required.
What Now?
If this seems like you, please complete an application!
The Management Center (TMC) is continuing to grow! We’ve been steadily expanding, and we are seeking an experienced educational equity leader to work with our clients (e.g. school leaders and other educational equity leaders who have managed senior level people in a school system or network of schools). You will lead coaching engagements and serve as a teacher/coach/trainer/nudge/confidante/advisor/thought-partner to client executives, with the aim of helping them build their teams into high performing organizations that deliver great results.
Ideal candidates won’t be lifelong consultants or necessarily have any consulting experience at all. Rather, we seek experienced managers who have produced results and who have a passion for teaching other leaders from diverse backgrounds how to do the same.
Who We Are
We view educational equity as much-needed social change, and our mission is to help social change leaders learn how to build and run more effective organizations so they can deliver great results. Founded in 2006, we have helped shape the practices of hundreds of influential organizations and thousands of individual managers, focusing in particular on leading progressive organizations working for social change. Several years ago, we expanded our reach to include the educational equity sector. This sector development is still in start-up mode as we build our support of superintendents, organizations advocating for more equitable educational policies, school leaders responsible for the children and adults in their buildings, among other leaders in the education space. Our clients work on issues where they face an inherently uphill battle and so must fight more effectively if they are going to achieve their missions and do their best for children. We aim to help them by making their organizations as effective as possible.
A great deal of our work involves direct coaching of clients, and we also offer publications and training to the broader field. Along the way, we have built a strong reputation: on our most recent anonymous survey, 95% of clients said they “Strongly Agree” (the top choice on a 7-point scale) that they would recommend TMC to a friend. Such positive word-of-mouth has created fairly explosive demand for our services that the new coach will help us meet.
What You’ll Do
Your job will be to instill the management practices that will help your educational equity clients build higher-performing organizations that deliver great results. You will work with principals, superintendents, executive directors and their senior teams to help them define ambitious goals; manage for execution; implement rigorous “people practices,” including selecting and retaining a diverse team of the best talent and letting go of people who don’t meet a high bar; and build cultures that reinforce a high bar for performance, constant improvement, and values like equity and transparency.
At any given time, you will lead roughly four to six intensive client engagements and several other less intensive relationships. Your work with clients might include:
Observing them in action, diagnosing their needs, and designing the scope of our work with them;
Delivering services to clients, including coaching senior executives one-on-one, designing new organization-wide systems, providing advice on challenges of the day, and conducting trainings for senior teams;
Serving as the primary point of contact for clients and developing strong working relationships with them;
In the friendliest way possible, nagging client leaders to make sure they are following-up on their commitments; and
Prioritizing across client needs to ensure we spend our energy wisely.
Beyond your work with clients, you will help build and grow TMC. This means you will leverage your networks and cultivate strong relationships to identify additional educational equity leaders and organizations that could benefit from TMC’s services. You also might develop new tools for all of our clients to use, identify better approaches for how we engage with clients, or help us come up with more effective ways to assess our progress. You will also help shape the organization’s strategic direction, and serve as an external ambassador with key constituents.
You will report to one of our senior coaches, who will measure your success primarily by improvement in your clients’ practices, client satisfaction, revenue generated, and fit with our culture.
Who You Are
To be successful in this job, you will excel in four areas: Management instincts : You will have a demonstrated track record of success in managing a high-performing organization, department, or team, and will therefore bring a deep understanding of what it takes to produce results, instincts for going beyond the “textbook” to get to solutions that will work, and an appreciation for the CEO perspective and what it’s like to be in a senior management role.
Critical thinking skills : You will need the smarts to quickly become “fluent” in your clients’ contexts, analyze situations to see beyond the surface of challenges, and effectively customize general practices to fit clients’ particular needs.
Interpersonal ability and a strong lens on issues of racial equity : You must be able to build trust and goodwill with clients and demonstrate deep respect for the clients’ work. You’re the kind of person who thrives on teaching and developing others, while bringing a healthy impatience to see progress. And because our clients and their teams come from a wide range of backgrounds, you can thoughtfully navigate issues related to racial and gender (and other) diversity, equity, and inclusion and bring a deep commitment to advancing these values.
Business development : You are comfortable pitching TMC services to potential educational equity clients. You can negotiate pricing and contracts for your coaching services, understanding how to navigate supporting high-priority clients who might need additional assistance.
We are more interested in these four qualities than in any particular type of experience. However, because you will need to be able to relate as a peer to school leaders and other senior leaders in the education sector, you will also presumably bring experience yourself having operated as a principal/building leader or managed senior level people in a school system or network of schools. We know that there are other types of senior educational equity leaders who may not have run a school, but they could be successful in this role (e.g. Chief Operating Officers, Chief Financial Officers, Managing Directors of Program). Please apply!
Finally, you need to fit well with our culture, which we like to think combines excellence with heart (and a keen sense of humor helps).
What Else You Should Know
Our coaching roles comes in two varieties – a more junior position (Vice President) and a more senior position (Partner), with the difference between the two being the executive experience you bring and the type of clients with whom you work.
Our most urgent current need, given our current client demand and staff makeup, is for a Partner-level coach based anywhere in the United States.
This position is full-time and requires moderate travel 1 – 4 days per month).
The full-time salary range for VP roles is between $91,800 to $128,520, and between $122,400 to $166,400 for Partners, with exact salary depending on experience and new staff rarely starting at the top of the range.
We also offer excellent benefits, including an additional 5% employer contribution to your retirement fund with no match required.
We are an equal opportunity employer, are committed to racial equity and social justice, and we make a particular effort to recruit people of color to apply for open positions.
What Now?
If this seems like you, please complete an application!
Dec 18, 2019
Full time
The Management Center (TMC) is continuing to grow! We’ve been steadily expanding, and we are seeking an experienced educational equity leader to work with our clients (e.g. school leaders and other educational equity leaders who have managed senior level people in a school system or network of schools). You will lead coaching engagements and serve as a teacher/coach/trainer/nudge/confidante/advisor/thought-partner to client executives, with the aim of helping them build their teams into high performing organizations that deliver great results.
Ideal candidates won’t be lifelong consultants or necessarily have any consulting experience at all. Rather, we seek experienced managers who have produced results and who have a passion for teaching other leaders from diverse backgrounds how to do the same.
Who We Are
We view educational equity as much-needed social change, and our mission is to help social change leaders learn how to build and run more effective organizations so they can deliver great results. Founded in 2006, we have helped shape the practices of hundreds of influential organizations and thousands of individual managers, focusing in particular on leading progressive organizations working for social change. Several years ago, we expanded our reach to include the educational equity sector. This sector development is still in start-up mode as we build our support of superintendents, organizations advocating for more equitable educational policies, school leaders responsible for the children and adults in their buildings, among other leaders in the education space. Our clients work on issues where they face an inherently uphill battle and so must fight more effectively if they are going to achieve their missions and do their best for children. We aim to help them by making their organizations as effective as possible.
A great deal of our work involves direct coaching of clients, and we also offer publications and training to the broader field. Along the way, we have built a strong reputation: on our most recent anonymous survey, 95% of clients said they “Strongly Agree” (the top choice on a 7-point scale) that they would recommend TMC to a friend. Such positive word-of-mouth has created fairly explosive demand for our services that the new coach will help us meet.
What You’ll Do
Your job will be to instill the management practices that will help your educational equity clients build higher-performing organizations that deliver great results. You will work with principals, superintendents, executive directors and their senior teams to help them define ambitious goals; manage for execution; implement rigorous “people practices,” including selecting and retaining a diverse team of the best talent and letting go of people who don’t meet a high bar; and build cultures that reinforce a high bar for performance, constant improvement, and values like equity and transparency.
At any given time, you will lead roughly four to six intensive client engagements and several other less intensive relationships. Your work with clients might include:
Observing them in action, diagnosing their needs, and designing the scope of our work with them;
Delivering services to clients, including coaching senior executives one-on-one, designing new organization-wide systems, providing advice on challenges of the day, and conducting trainings for senior teams;
Serving as the primary point of contact for clients and developing strong working relationships with them;
In the friendliest way possible, nagging client leaders to make sure they are following-up on their commitments; and
Prioritizing across client needs to ensure we spend our energy wisely.
Beyond your work with clients, you will help build and grow TMC. This means you will leverage your networks and cultivate strong relationships to identify additional educational equity leaders and organizations that could benefit from TMC’s services. You also might develop new tools for all of our clients to use, identify better approaches for how we engage with clients, or help us come up with more effective ways to assess our progress. You will also help shape the organization’s strategic direction, and serve as an external ambassador with key constituents.
You will report to one of our senior coaches, who will measure your success primarily by improvement in your clients’ practices, client satisfaction, revenue generated, and fit with our culture.
Who You Are
To be successful in this job, you will excel in four areas: Management instincts : You will have a demonstrated track record of success in managing a high-performing organization, department, or team, and will therefore bring a deep understanding of what it takes to produce results, instincts for going beyond the “textbook” to get to solutions that will work, and an appreciation for the CEO perspective and what it’s like to be in a senior management role.
Critical thinking skills : You will need the smarts to quickly become “fluent” in your clients’ contexts, analyze situations to see beyond the surface of challenges, and effectively customize general practices to fit clients’ particular needs.
Interpersonal ability and a strong lens on issues of racial equity : You must be able to build trust and goodwill with clients and demonstrate deep respect for the clients’ work. You’re the kind of person who thrives on teaching and developing others, while bringing a healthy impatience to see progress. And because our clients and their teams come from a wide range of backgrounds, you can thoughtfully navigate issues related to racial and gender (and other) diversity, equity, and inclusion and bring a deep commitment to advancing these values.
Business development : You are comfortable pitching TMC services to potential educational equity clients. You can negotiate pricing and contracts for your coaching services, understanding how to navigate supporting high-priority clients who might need additional assistance.
We are more interested in these four qualities than in any particular type of experience. However, because you will need to be able to relate as a peer to school leaders and other senior leaders in the education sector, you will also presumably bring experience yourself having operated as a principal/building leader or managed senior level people in a school system or network of schools. We know that there are other types of senior educational equity leaders who may not have run a school, but they could be successful in this role (e.g. Chief Operating Officers, Chief Financial Officers, Managing Directors of Program). Please apply!
Finally, you need to fit well with our culture, which we like to think combines excellence with heart (and a keen sense of humor helps).
What Else You Should Know
Our coaching roles comes in two varieties – a more junior position (Vice President) and a more senior position (Partner), with the difference between the two being the executive experience you bring and the type of clients with whom you work.
Our most urgent current need, given our current client demand and staff makeup, is for a Partner-level coach based anywhere in the United States.
This position is full-time and requires moderate travel 1 – 4 days per month).
The full-time salary range for VP roles is between $91,800 to $128,520, and between $122,400 to $166,400 for Partners, with exact salary depending on experience and new staff rarely starting at the top of the range.
We also offer excellent benefits, including an additional 5% employer contribution to your retirement fund with no match required.
We are an equal opportunity employer, are committed to racial equity and social justice, and we make a particular effort to recruit people of color to apply for open positions.
What Now?
If this seems like you, please complete an application!
University of Nevada, Reno
University of Nevada, Reno, North Virginia Street, Reno, NV, USA
The University of Nevada, Reno School of Social Work seeks applicants for six (6) 9-month non-tenure track Lecturer II positions with an anticipated start date of August 2020.
The positions include teaching undergraduate and graduate Social Work courses across all modalities (in-person and online) of our BSW and MSW programs during the Fall and Spring semesters. Additional teaching responsibilities include developing syllabi and course content, preparing course materials, holding regular office hours, and student professional advising. The teaching load for this position will be eight courses per year unless otherwise designated and 20% service obligations to the School and University. Summer session teaching and/or administration may be available for extra compensation. This school highly values diversity and expects the ideal candidate to be well versed in the infusion of issues related to diversity and inclusion in all aspects of research, scholarship, teaching and advising.
Dec 05, 2019
Full time
The University of Nevada, Reno School of Social Work seeks applicants for six (6) 9-month non-tenure track Lecturer II positions with an anticipated start date of August 2020.
The positions include teaching undergraduate and graduate Social Work courses across all modalities (in-person and online) of our BSW and MSW programs during the Fall and Spring semesters. Additional teaching responsibilities include developing syllabi and course content, preparing course materials, holding regular office hours, and student professional advising. The teaching load for this position will be eight courses per year unless otherwise designated and 20% service obligations to the School and University. Summer session teaching and/or administration may be available for extra compensation. This school highly values diversity and expects the ideal candidate to be well versed in the infusion of issues related to diversity and inclusion in all aspects of research, scholarship, teaching and advising.
Architect/Engineer, Capital Maintenance Planning - Capital Programs Facilities and Services University of Illinois at Urbana/Champaign
Facilities & Services (F&S) at the University of Illinois at Urbana-Champaign is accepting applications for an Architect/Engineer in Capital Maintenance Planning. The Architect/Engineer, Capital Maintenance Planning, has primary responsibility for preplanning efforts addressing deferred maintenance in Academic Facilities. The Architect/Engineer, Capital Maintenance Planning will develop project preliminary project scope and budget to address known deficiencies, assist in the prioritization of campus deferred maintenance needs, and track completed deficiencies in the Facility Condition Reports.
MAJOR DUTIES AND RESPONSIBILITIES:
1. Compile preliminary project scope and budget for deferred maintenance projects. 2. Prepare project scope and budgets for campus improvement and classroom improvement projects. 3. Maintain deferred maintenance database. 4. Research existing facility conditions and requirements. 5. Review project design documents prepared by Professional Service Consultant for adherence to project scope. 6. Work with Focus Groups to prioritize campus deferred maintenance needs. 7. Assist F&S staff and university consultants with deferred maintenance information. Provide architectural and/or engineering design assistance and interpretation. 8. Assume role of project planner when requested, including (but not limited to) preparing project scope, schedule, budget documents; PSC selection and contract negotiation; project planning coordination and documentation to prepare for Project Management. 9. Participate in presentation and report preparation. 10. Work with student interns, delegating tasks and monitoring work product. 11. Discuss facility needs with F&S and campus unit representatives. 12. Other duties as assigned by the Assistant Director for Deferred Maintenance. 13. Participate in the consultant selection process. 14. Provide support for Facilities Planning Committee efforts.
QUALIFICATIONS:
Required Education: Bachelor's degree in Architecture, Architectural Sciences, Engineering or field related to the position.
Preferred Education: Master's degree in Architecture or Engineering
Required Work Experience: 1. Three years of progressively responsible work experience in facility planning, project management and/or construction management. 2. Strong understanding of building systems including MEP (mechanical, electrical, plumbing) systems and building envelope systems. Project experience with MEP (mechanical, electrical, plumbing) systems and building envelope systems preferred. 3. Construction project estimating experience.
Preferred Work Experience: 1. Ability to communicate well, delegate and supervise the work of support staff. 2. Ability to manage multiple projects concurrently. 3. Ability to develop priorities. 4. Experience with Microsoft Project.
Required Training, Licenses, or Certifications: 1. Current registration as an Architect or Engineer.
Preferred Training, Licenses, or Certifications: 1. Current registration as an Architect or Engineer in the State of Illinois. 2. Leadership in Energy and Environments Design (LEED) accreditation.
Knowledge, Skills and Abilities: 1. Familiarity with ADA Accessibility Guidelines and Illinois Accessibility code. 2. Familiarity with various Building Codes. 3. Familiarity with LEED rating system. 4. Moderate working skills and familiarity with AutoCAD and facilities management systems. 5. Knowledge of building codes and University facility standards. 6. Experience with Microsoft Office Suite software.
SALARY AND APPOINTMENT INFORMATION:
This is a full-time Civil Service Program Coordinator position. The expected start date is as soon as possible after February 17, 2020 . Salary is commensurate with experience.
APPLICATION PROCEDURES AND DEADLINE INFORMATION:
Applications must be received by February 17, 2020 . Apply for this position using the "Apply for Position" button below. If you have not applied before, you must create your candidate profile at jobs.illinois.edu . If you already have a profile, you may be redirected to that existing profile via email notification. To complete the application process:
Step 1) Submit the Staff Vacancy Application. Step 2) Submit the Voluntary Self-Identification of Disability forms. Step 3) You must then upload your cover letter, resume (months and years of employment must be included), and academic credentials (unofficial transcripts or diploma may be acceptable) and names/contact information for three references.
In order to be considered as a transfer candidate, you must apply for the position using the "Apply for Position" button below. Applications not submitted through this website will not be considered. For further information regarding the position, you may contact Keri Frederick, 217-300-1575 or klfreder@illinois.edu . For questions regarding the application process, please contact 217-333-2137.
The University of Illinois conducts criminal background checks on all job candidates upon acceptance of a contingent offer.
The University of Illinois is an Equal Opportunity, Affirmative Action employer. Minorities, women, veterans and individuals with disabilities are encouraged to apply. For more information, visit go.illinois.edu/EEO .
Jan 20, 2020
Full time
Architect/Engineer, Capital Maintenance Planning - Capital Programs Facilities and Services University of Illinois at Urbana/Champaign
Facilities & Services (F&S) at the University of Illinois at Urbana-Champaign is accepting applications for an Architect/Engineer in Capital Maintenance Planning. The Architect/Engineer, Capital Maintenance Planning, has primary responsibility for preplanning efforts addressing deferred maintenance in Academic Facilities. The Architect/Engineer, Capital Maintenance Planning will develop project preliminary project scope and budget to address known deficiencies, assist in the prioritization of campus deferred maintenance needs, and track completed deficiencies in the Facility Condition Reports.
MAJOR DUTIES AND RESPONSIBILITIES:
1. Compile preliminary project scope and budget for deferred maintenance projects. 2. Prepare project scope and budgets for campus improvement and classroom improvement projects. 3. Maintain deferred maintenance database. 4. Research existing facility conditions and requirements. 5. Review project design documents prepared by Professional Service Consultant for adherence to project scope. 6. Work with Focus Groups to prioritize campus deferred maintenance needs. 7. Assist F&S staff and university consultants with deferred maintenance information. Provide architectural and/or engineering design assistance and interpretation. 8. Assume role of project planner when requested, including (but not limited to) preparing project scope, schedule, budget documents; PSC selection and contract negotiation; project planning coordination and documentation to prepare for Project Management. 9. Participate in presentation and report preparation. 10. Work with student interns, delegating tasks and monitoring work product. 11. Discuss facility needs with F&S and campus unit representatives. 12. Other duties as assigned by the Assistant Director for Deferred Maintenance. 13. Participate in the consultant selection process. 14. Provide support for Facilities Planning Committee efforts.
QUALIFICATIONS:
Required Education: Bachelor's degree in Architecture, Architectural Sciences, Engineering or field related to the position.
Preferred Education: Master's degree in Architecture or Engineering
Required Work Experience: 1. Three years of progressively responsible work experience in facility planning, project management and/or construction management. 2. Strong understanding of building systems including MEP (mechanical, electrical, plumbing) systems and building envelope systems. Project experience with MEP (mechanical, electrical, plumbing) systems and building envelope systems preferred. 3. Construction project estimating experience.
Preferred Work Experience: 1. Ability to communicate well, delegate and supervise the work of support staff. 2. Ability to manage multiple projects concurrently. 3. Ability to develop priorities. 4. Experience with Microsoft Project.
Required Training, Licenses, or Certifications: 1. Current registration as an Architect or Engineer.
Preferred Training, Licenses, or Certifications: 1. Current registration as an Architect or Engineer in the State of Illinois. 2. Leadership in Energy and Environments Design (LEED) accreditation.
Knowledge, Skills and Abilities: 1. Familiarity with ADA Accessibility Guidelines and Illinois Accessibility code. 2. Familiarity with various Building Codes. 3. Familiarity with LEED rating system. 4. Moderate working skills and familiarity with AutoCAD and facilities management systems. 5. Knowledge of building codes and University facility standards. 6. Experience with Microsoft Office Suite software.
SALARY AND APPOINTMENT INFORMATION:
This is a full-time Civil Service Program Coordinator position. The expected start date is as soon as possible after February 17, 2020 . Salary is commensurate with experience.
APPLICATION PROCEDURES AND DEADLINE INFORMATION:
Applications must be received by February 17, 2020 . Apply for this position using the "Apply for Position" button below. If you have not applied before, you must create your candidate profile at jobs.illinois.edu . If you already have a profile, you may be redirected to that existing profile via email notification. To complete the application process:
Step 1) Submit the Staff Vacancy Application. Step 2) Submit the Voluntary Self-Identification of Disability forms. Step 3) You must then upload your cover letter, resume (months and years of employment must be included), and academic credentials (unofficial transcripts or diploma may be acceptable) and names/contact information for three references.
In order to be considered as a transfer candidate, you must apply for the position using the "Apply for Position" button below. Applications not submitted through this website will not be considered. For further information regarding the position, you may contact Keri Frederick, 217-300-1575 or klfreder@illinois.edu . For questions regarding the application process, please contact 217-333-2137.
The University of Illinois conducts criminal background checks on all job candidates upon acceptance of a contingent offer.
The University of Illinois is an Equal Opportunity, Affirmative Action employer. Minorities, women, veterans and individuals with disabilities are encouraged to apply. For more information, visit go.illinois.edu/EEO .
Nature & Purpose
This position provides educational outreach on the general topics of rangeland ecology, management, and monitoring. Training and/or experience in public land management issues and policies; livestock grazing management; wildlife habitat management and assessment; management of invasive species; and rangeland monitoring/assessment will be important credentials.
Location Description
The areas of responsibility for this position are Sublette, Sweetwater, Uinta, Lincoln, and Teton Counties in western Wyoming. This position will be located in the Sublette County Extension office in Pinedale. Pinedale is the largest community and the county seat in Sublette County. The county has a population of approximately 10,247 which also includes the communities of Big Piney and Marbleton. Pinedale is at the foot of the Wind River Mountain Range and is close to numerous wilderness areas and national parks, including Yellowstone and Grand Teton. Western Wyoming provides unparalleled outdoor recreational opportunities.
Responsibilities and Essential Duties
The individual in this position works as a representative of the University of Wyoming (UW) and fosters productive relationships with agricultural producers, elected officials and other stakeholders in western Wyoming. Primary duties include but are not limited to:
Implement an appropriate strategy to assess educational needs of clientele in the program area of rangeland management.
Design, deliver, and evaluate a comprehensive education program on rangeland management in a five-county area.
Coordinate and/or implement an applied research program to support educational programs.
Participate in the Rangeland Initiative Team and West Area Extension Team to facilitate relevant and effective educational programming.
Contribute to the 4-H Youth Development program in Sublette County.
Support the general Extension operations in Sublette County which include community horticulture and Master Gardener programs.
Serve western Wyoming, which will include overnight travel, evening and weekend work.
Primary Clientele Served by this Position
Public land grazing permittees, other agriculture producers, landowners, land managers and other community members.
Individuals, organizations and business enterprises engaged in agricultural and natural resource issues in Wyoming.
State agriculture, wildlife, natural resource and environmental regulatory agencies.
Federal agriculture, natural resource and wildlife management agencies such as USDA-Agriculture Research Service, Natural Resource Conservation Service, Bureau of Land Management, Fish and Wildlife Service, U.S. Forest Service, and others.
The Sublette County Conservation District and other Conservation Districts in western Wyoming.
Youth and adults interested in 4-H programs.
Approximate Time Distribution
Educational programming on rangeland management 85%
Support of 4H Youth Development programs 15%
Jan 15, 2020
Full time
Nature & Purpose
This position provides educational outreach on the general topics of rangeland ecology, management, and monitoring. Training and/or experience in public land management issues and policies; livestock grazing management; wildlife habitat management and assessment; management of invasive species; and rangeland monitoring/assessment will be important credentials.
Location Description
The areas of responsibility for this position are Sublette, Sweetwater, Uinta, Lincoln, and Teton Counties in western Wyoming. This position will be located in the Sublette County Extension office in Pinedale. Pinedale is the largest community and the county seat in Sublette County. The county has a population of approximately 10,247 which also includes the communities of Big Piney and Marbleton. Pinedale is at the foot of the Wind River Mountain Range and is close to numerous wilderness areas and national parks, including Yellowstone and Grand Teton. Western Wyoming provides unparalleled outdoor recreational opportunities.
Responsibilities and Essential Duties
The individual in this position works as a representative of the University of Wyoming (UW) and fosters productive relationships with agricultural producers, elected officials and other stakeholders in western Wyoming. Primary duties include but are not limited to:
Implement an appropriate strategy to assess educational needs of clientele in the program area of rangeland management.
Design, deliver, and evaluate a comprehensive education program on rangeland management in a five-county area.
Coordinate and/or implement an applied research program to support educational programs.
Participate in the Rangeland Initiative Team and West Area Extension Team to facilitate relevant and effective educational programming.
Contribute to the 4-H Youth Development program in Sublette County.
Support the general Extension operations in Sublette County which include community horticulture and Master Gardener programs.
Serve western Wyoming, which will include overnight travel, evening and weekend work.
Primary Clientele Served by this Position
Public land grazing permittees, other agriculture producers, landowners, land managers and other community members.
Individuals, organizations and business enterprises engaged in agricultural and natural resource issues in Wyoming.
State agriculture, wildlife, natural resource and environmental regulatory agencies.
Federal agriculture, natural resource and wildlife management agencies such as USDA-Agriculture Research Service, Natural Resource Conservation Service, Bureau of Land Management, Fish and Wildlife Service, U.S. Forest Service, and others.
The Sublette County Conservation District and other Conservation Districts in western Wyoming.
Youth and adults interested in 4-H programs.
Approximate Time Distribution
Educational programming on rangeland management 85%
Support of 4H Youth Development programs 15%
Nature & Purpose
This position provides educational programs in the area of 4-H Youth Development in Sublette County, Wyoming; provides leadership for traditional and non-traditional 4-H and youth programs; contributes to the State 4-H Youth Development Initiative Team and West (Teton, Lincoln, Uinta, Sweetwater, and Sublette) Area Team; and supports general Extension functions in Sublette County. Sublette County has approximately 250 4-H members and 50 volunteer leaders.
Location Description
This position will be located in the Sublette County Extension office in Pinedale, Wyoming. Pinedale is the county seat in Sublette County, with a population of about 2,030 people. The county has a population of approximately 10,247 which also includes the communities of Big Piney and Marbleton. Pinedale is at the foot of the Wind River Mountain Range and is close to numerous wilderness areas and national parks, including Yellowstone and Grand Teton. Western Wyoming provides unparalleled outdoor recreational opportunities.
Responsibilities and Essential Duties
The individual in this position works as a representative of the University of Wyoming (UW) in the delivery of a comprehensive 4-H Youth Development program. This function is realized through existing and new youth clubs, school enrichment activities, and other educational programming. Duties include:
Implement educational programs, policies, materials, and activities as part of the overall efforts of the Wyoming 4-H program and the identified needs of Sublette County clientele.
Organize, coordinate, and support participation in 4-H events, camps, clinics, contests, and fairs.
Provide leadership in recruiting, training, and retention of adult volunteers.
Provide leadership in recruiting and retaining youth members in clubs.
Provide leadership and support to 4-H Clubs, 4-H Councils, and project committees.
Provide information to volunteers, youth, and parents regarding educational opportunities through the use of e-mail, social media, applications, and print communication formats.
Foster relationships and develop partnerships with other youth serving groups, schools, or organizations.
Coordinate registration, supervision, and transportation for participants in 4-H related events held in other counties, across the state, or out of state.
Implement program evaluation, documentation, and reporting.
Provide administrative oversight to financial and fundraising efforts involving 4-H youth and volunteers.
Foster a culture of positive youth development in all 4-H programming efforts.
Contribute to various teams including county office, multi-county area, state 4-H initiative, youth issues, and other UW Extension initiative teams.
A valid driver’s license and serviceable/insured vehicle.
PLEASE NOTE: Duties of this position often include physical activities associated with experiential learning. The University of Wyoming is an EEO/Affirmative Action employer and employees with disabilities may request reasonable accommodations.
Minimum Qualifications (Required)
An earned Bachelor’s degree with academic training and/or professional experience relevant to the responsibilities of the position.
Valid driver’s license.
Demonstrated prior 4-H experience.
Knowledge of positive youth development principles and teaching methods.
Demonstrated skills and abilities to organize and facilitate educational programs and activities such as; contests, workshops, camps, and/or fairs as part of the 4-H program.
Preferred Qualifications
Experience recruiting, training, and managing adult volunteers.
Academic training and/or experience to support mastery of specific 4-H projects.
Demonstrated knowledge of educational program development, implementation and evaluation.
Experience teaching youth and adult audiences.
Excellence in ability to communicate orally and in writing. Evidence documented through application materials and experience.
Experience in developing partnerships with other youth serving organizations and fostering positive relationships with community stakeholders.
Demonstrated teamwork.
Experience with underserved and/or diverse youth audiences.
Knowledge of Extension and the land-grant university system.
Knowledge of and appreciation for rural and agricultural communities.
Approximate Time Distribution
4-H Youth Development - 100%
Jan 15, 2020
Full time
Nature & Purpose
This position provides educational programs in the area of 4-H Youth Development in Sublette County, Wyoming; provides leadership for traditional and non-traditional 4-H and youth programs; contributes to the State 4-H Youth Development Initiative Team and West (Teton, Lincoln, Uinta, Sweetwater, and Sublette) Area Team; and supports general Extension functions in Sublette County. Sublette County has approximately 250 4-H members and 50 volunteer leaders.
Location Description
This position will be located in the Sublette County Extension office in Pinedale, Wyoming. Pinedale is the county seat in Sublette County, with a population of about 2,030 people. The county has a population of approximately 10,247 which also includes the communities of Big Piney and Marbleton. Pinedale is at the foot of the Wind River Mountain Range and is close to numerous wilderness areas and national parks, including Yellowstone and Grand Teton. Western Wyoming provides unparalleled outdoor recreational opportunities.
Responsibilities and Essential Duties
The individual in this position works as a representative of the University of Wyoming (UW) in the delivery of a comprehensive 4-H Youth Development program. This function is realized through existing and new youth clubs, school enrichment activities, and other educational programming. Duties include:
Implement educational programs, policies, materials, and activities as part of the overall efforts of the Wyoming 4-H program and the identified needs of Sublette County clientele.
Organize, coordinate, and support participation in 4-H events, camps, clinics, contests, and fairs.
Provide leadership in recruiting, training, and retention of adult volunteers.
Provide leadership in recruiting and retaining youth members in clubs.
Provide leadership and support to 4-H Clubs, 4-H Councils, and project committees.
Provide information to volunteers, youth, and parents regarding educational opportunities through the use of e-mail, social media, applications, and print communication formats.
Foster relationships and develop partnerships with other youth serving groups, schools, or organizations.
Coordinate registration, supervision, and transportation for participants in 4-H related events held in other counties, across the state, or out of state.
Implement program evaluation, documentation, and reporting.
Provide administrative oversight to financial and fundraising efforts involving 4-H youth and volunteers.
Foster a culture of positive youth development in all 4-H programming efforts.
Contribute to various teams including county office, multi-county area, state 4-H initiative, youth issues, and other UW Extension initiative teams.
A valid driver’s license and serviceable/insured vehicle.
PLEASE NOTE: Duties of this position often include physical activities associated with experiential learning. The University of Wyoming is an EEO/Affirmative Action employer and employees with disabilities may request reasonable accommodations.
Minimum Qualifications (Required)
An earned Bachelor’s degree with academic training and/or professional experience relevant to the responsibilities of the position.
Valid driver’s license.
Demonstrated prior 4-H experience.
Knowledge of positive youth development principles and teaching methods.
Demonstrated skills and abilities to organize and facilitate educational programs and activities such as; contests, workshops, camps, and/or fairs as part of the 4-H program.
Preferred Qualifications
Experience recruiting, training, and managing adult volunteers.
Academic training and/or experience to support mastery of specific 4-H projects.
Demonstrated knowledge of educational program development, implementation and evaluation.
Experience teaching youth and adult audiences.
Excellence in ability to communicate orally and in writing. Evidence documented through application materials and experience.
Experience in developing partnerships with other youth serving organizations and fostering positive relationships with community stakeholders.
Demonstrated teamwork.
Experience with underserved and/or diverse youth audiences.
Knowledge of Extension and the land-grant university system.
Knowledge of and appreciation for rural and agricultural communities.
Approximate Time Distribution
4-H Youth Development - 100%
University of Wyoming Extension
University of Wyoming, East University Avenue, Laramie, WY, USA
Nature & Purpose
This position has primary leadership for and oversight of approximately half of the Extension areas in the state. The position reports to the Director of UW Extension and is a member of the director’s administrative leadership team. Though focused on field operations, the position carries key leadership responsibilities for the UW Extension system and the UW College of Agriculture and Natural Resources.
Responsibilities of the Position
Approximately 70 percent of the appointment is allocated to provide leadership for and liaison to two or three of the five Extension areas comprising the field operations of the UWE. This includes supervision of the UWE employees in each of the assigned Extension areas. It also includes working with Extension area teams to create and provide Extension programming that meets citizens’ needs, and working closely with county coordinators to build effective and supportive relationships with county government and other partners.
Oversee and stimulate effective Extension programs appropriately spanning the breadth of Extension initiatives and addressing educational needs in each of the counties within the assigned Extension areas. Be conversant in all program initiatives to effectively guide individuals responsible for programming in each of the areas.
Approximately 20 percent of the appointment is directed to conduct state-level administrative duties as assigned by the director, provide leadership for special projects and committees, engage with other UW units to enhance service to Wyoming communities, and serve on regional and national USDA NIFA committees relevant to Wyoming’s Extension mission.
Approximately 10 percent of the appointment is directed to provide administrative liaison to one or more of the state program initiative teams. Responsibilities also include assigned liaison to clientele and partner groups statewide.
PLEASE NOTE:
Duties of this position often include physical activities associated with experiential learning. The University of Wyoming is an EEO/Affirmative Action employer and employees with disabilities may request reasonable accommodations.
Extensive regional and state travel (including overnight stays) is required.
Jan 15, 2020
Full time
Nature & Purpose
This position has primary leadership for and oversight of approximately half of the Extension areas in the state. The position reports to the Director of UW Extension and is a member of the director’s administrative leadership team. Though focused on field operations, the position carries key leadership responsibilities for the UW Extension system and the UW College of Agriculture and Natural Resources.
Responsibilities of the Position
Approximately 70 percent of the appointment is allocated to provide leadership for and liaison to two or three of the five Extension areas comprising the field operations of the UWE. This includes supervision of the UWE employees in each of the assigned Extension areas. It also includes working with Extension area teams to create and provide Extension programming that meets citizens’ needs, and working closely with county coordinators to build effective and supportive relationships with county government and other partners.
Oversee and stimulate effective Extension programs appropriately spanning the breadth of Extension initiatives and addressing educational needs in each of the counties within the assigned Extension areas. Be conversant in all program initiatives to effectively guide individuals responsible for programming in each of the areas.
Approximately 20 percent of the appointment is directed to conduct state-level administrative duties as assigned by the director, provide leadership for special projects and committees, engage with other UW units to enhance service to Wyoming communities, and serve on regional and national USDA NIFA committees relevant to Wyoming’s Extension mission.
Approximately 10 percent of the appointment is directed to provide administrative liaison to one or more of the state program initiative teams. Responsibilities also include assigned liaison to clientele and partner groups statewide.
PLEASE NOTE:
Duties of this position often include physical activities associated with experiential learning. The University of Wyoming is an EEO/Affirmative Action employer and employees with disabilities may request reasonable accommodations.
Extensive regional and state travel (including overnight stays) is required.
Fair Lawn Public Schools
The Fair Lawn School District, Bergen County, a K-12 system
with over 5,000 students, currently seeks the following:
2019-2020 School Year:
High School
Assistant Football Coach
Head Football Coach
District
Substitute Nurses
Elementary
School Nurse
- Must hold valid RN & N.J School Nurse Cert
Grade 3- CRL
Middle School
Music- Vocal Teacher- CRL
Math Teacher- CRL
Transportation
FT Bus Driver
Bus Aides & PT Bus Drivers
Community School
Before & After Care- Child Care Workers
For more details and to apply, please visit:
www.applitrack.com/fairlawnschools/onlineapp
EOE/AA
Jan 10, 2020
Full time
Fair Lawn Public Schools
The Fair Lawn School District, Bergen County, a K-12 system
with over 5,000 students, currently seeks the following:
2019-2020 School Year:
High School
Assistant Football Coach
Head Football Coach
District
Substitute Nurses
Elementary
School Nurse
- Must hold valid RN & N.J School Nurse Cert
Grade 3- CRL
Middle School
Music- Vocal Teacher- CRL
Math Teacher- CRL
Transportation
FT Bus Driver
Bus Aides & PT Bus Drivers
Community School
Before & After Care- Child Care Workers
For more details and to apply, please visit:
www.applitrack.com/fairlawnschools/onlineapp
EOE/AA
Code Compliance and Fire Safety Specialist - Code Compliance & Fire Safety Facilities and Services University of Illinois at Urbana/Champaign
Facilities & Services (F&S) at the University of Illinois at Urbana-Champaign is accepting applications for Code Compliance and Fire Safety Specialist. The Code Compliance and Fire Safety Specialist will assist the Associate Director, Department of Code Compliance and Fire Safety (CC&FS), in the coordination of the campus fire safety programs; responsible for overseeing facility inspections follow up activities; assists with review of construction activities to ensure code compliance. Addresses fire safety system outage requests for F&S. Schedules the testing of campus fire protection systems.
MAJOR DUTIES AND RESPONSIBILITIES:
Assist in the review of plans and documents for new construction and remodeling projects applying the Office of the State Fire Marshal, the National Fire Protection Association and International Code Council codes and standards as applicable.
Plan, coordinate, and conduct a regular program of fire prevention inspections as well as special inspections including scenery inspections.
Assist in obtaining and compiling data required to administer the Intergovernmental Agreement for Fire Services.
Assist CC&FS staff with fire safety program evaluations and make recommendations to CC&FS management for campus fire safety programs.
Assist with the initiation and maintenance of positive relationships with faulty, staff, students, and fire department personnel in the cities of Champaign and Urbana.
Schedule the testing and inspection of fire protection systems within campus buildings.
Assist in the scheduling of the MHEC loss reduction inspections for campus buildings.
Review and approve fire alarm and fire suppression outage requests.
Other duties as assigned.
QUALIFICATIONS:
Required:
Bachelor's degree in science, engineering, technology, or field related to the position.
One year of professional work experience in a field related to the position or Masters degree in science, engineering, technology or related field.
Preferred:
A valid State of Illinois driver's license for Class D vehicles required.
Successful Candidate will also have:
Working knowledge of and experience with building codes, accessible design, energy conservation in buildings and a general understanding of mechanical, electrical and plumbing systems.
Experience with and an ability to understand construction plans and specifications for new construction and renovation projects.
Comprehensive knowledge of modern fire safety codes, standards, regulations, and programs, including the National Fire Protection Association (NFPA) standards and the International Code Council (ICC) codes pertaining to building construction, life safety, accessibility, fire detection, fire suppression, and fire safety programs.
Strong verbal and written communication skills.
Moderate working skills for Microsoft Word, Excel, and Outlook.
Ability to understand and follow oral and written instructions and function in a team environment.
Ability to establish and maintain effective working relationships with other employees, faculty, staff, students, and city fire department personnel.
Ability to participate in and conduct walk-through facility inspections.
SALARY AND APPOINTMENT INFORMATION:
This is a full-time Civil Service Program Coordinator position appointed on a 12-month service basis. The expected start date is as soon as possible after January 27, 2020 . Salary is commensurate with experience.
APPLICATION PROCEDURES AND DEADLINE INFORMATION:
Applications must be received by January 27, 2020 . Apply for this position using the "Apply for Position" button below. If you have not applied before, you must create your candidate profile at jobs.illinois.edu . If you already have a profile, you may be redirected to that existing profile via email notification. To complete the application process:
Step 1) Submit the Staff Vacancy Application.
Step 2) Submit the Voluntary Self-Identification of Disability forms.
Step 3) You must then upload your cover letter, resume (months and years of employment must be included), and academic credentials (unofficial transcripts or diploma may be acceptable) and names/contact information for three references.
Please follow this link to view the University's benefit programs: www.hr.uillinois.edu/benefits
In order to be considered as a transfer candidate, you must apply for the position using the "Apply for Position" button below. Applications not submitted through this website will not be considered. For further information, you may contact Keri Frederick, 217-300-1575 or klfreder@illinois.edu . For questions about the application process, please contact 217-333-2137.
The University of Illinois conducts criminal background checks on all job candidates upon acceptance of a contingent offer.
The University of Illinois is an Equal Opportunity, Affirmative Action employer. Minorities, women, veterans and individuals with disabilities are encouraged to apply. For more information, visit go.illinois.edu/ EEO .
Jan 02, 2020
Full time
Code Compliance and Fire Safety Specialist - Code Compliance & Fire Safety Facilities and Services University of Illinois at Urbana/Champaign
Facilities & Services (F&S) at the University of Illinois at Urbana-Champaign is accepting applications for Code Compliance and Fire Safety Specialist. The Code Compliance and Fire Safety Specialist will assist the Associate Director, Department of Code Compliance and Fire Safety (CC&FS), in the coordination of the campus fire safety programs; responsible for overseeing facility inspections follow up activities; assists with review of construction activities to ensure code compliance. Addresses fire safety system outage requests for F&S. Schedules the testing of campus fire protection systems.
MAJOR DUTIES AND RESPONSIBILITIES:
Assist in the review of plans and documents for new construction and remodeling projects applying the Office of the State Fire Marshal, the National Fire Protection Association and International Code Council codes and standards as applicable.
Plan, coordinate, and conduct a regular program of fire prevention inspections as well as special inspections including scenery inspections.
Assist in obtaining and compiling data required to administer the Intergovernmental Agreement for Fire Services.
Assist CC&FS staff with fire safety program evaluations and make recommendations to CC&FS management for campus fire safety programs.
Assist with the initiation and maintenance of positive relationships with faulty, staff, students, and fire department personnel in the cities of Champaign and Urbana.
Schedule the testing and inspection of fire protection systems within campus buildings.
Assist in the scheduling of the MHEC loss reduction inspections for campus buildings.
Review and approve fire alarm and fire suppression outage requests.
Other duties as assigned.
QUALIFICATIONS:
Required:
Bachelor's degree in science, engineering, technology, or field related to the position.
One year of professional work experience in a field related to the position or Masters degree in science, engineering, technology or related field.
Preferred:
A valid State of Illinois driver's license for Class D vehicles required.
Successful Candidate will also have:
Working knowledge of and experience with building codes, accessible design, energy conservation in buildings and a general understanding of mechanical, electrical and plumbing systems.
Experience with and an ability to understand construction plans and specifications for new construction and renovation projects.
Comprehensive knowledge of modern fire safety codes, standards, regulations, and programs, including the National Fire Protection Association (NFPA) standards and the International Code Council (ICC) codes pertaining to building construction, life safety, accessibility, fire detection, fire suppression, and fire safety programs.
Strong verbal and written communication skills.
Moderate working skills for Microsoft Word, Excel, and Outlook.
Ability to understand and follow oral and written instructions and function in a team environment.
Ability to establish and maintain effective working relationships with other employees, faculty, staff, students, and city fire department personnel.
Ability to participate in and conduct walk-through facility inspections.
SALARY AND APPOINTMENT INFORMATION:
This is a full-time Civil Service Program Coordinator position appointed on a 12-month service basis. The expected start date is as soon as possible after January 27, 2020 . Salary is commensurate with experience.
APPLICATION PROCEDURES AND DEADLINE INFORMATION:
Applications must be received by January 27, 2020 . Apply for this position using the "Apply for Position" button below. If you have not applied before, you must create your candidate profile at jobs.illinois.edu . If you already have a profile, you may be redirected to that existing profile via email notification. To complete the application process:
Step 1) Submit the Staff Vacancy Application.
Step 2) Submit the Voluntary Self-Identification of Disability forms.
Step 3) You must then upload your cover letter, resume (months and years of employment must be included), and academic credentials (unofficial transcripts or diploma may be acceptable) and names/contact information for three references.
Please follow this link to view the University's benefit programs: www.hr.uillinois.edu/benefits
In order to be considered as a transfer candidate, you must apply for the position using the "Apply for Position" button below. Applications not submitted through this website will not be considered. For further information, you may contact Keri Frederick, 217-300-1575 or klfreder@illinois.edu . For questions about the application process, please contact 217-333-2137.
The University of Illinois conducts criminal background checks on all job candidates upon acceptance of a contingent offer.
The University of Illinois is an Equal Opportunity, Affirmative Action employer. Minorities, women, veterans and individuals with disabilities are encouraged to apply. For more information, visit go.illinois.edu/ EEO .
University of California, Santa Barbara
Santa Barbara, CA, USA
The Department of Counseling, Clinical, and School Psychology (CCSP) in the Gevirtz Graduate School of Education (GGSE) invites applications for a tenure track teaching faculty position, formally listed as Lecturer with Potential for Security of Employment (LPSOE), at the Assistant Teaching Professor level, with a specialty in psychological and/or neuropsychological assessment to begin July 1, 2020. Responsibilities will include (a) teaching a range of psychological and neuropsychological assessment courses, (b) directing the department’s psychology assessment clinic (the assessment practicum), (c) supervising diverse graduate students, (d) other graduate and undergraduate teaching, (e) mentoring undergraduate and graduate students, and (f) university and public service.
We are seeking applicants with expertise in psychological and/or neuropsychological assessment of diverse populations including the Latinx population. The applicant should have a strong base in cognitive/educational, neuropsychological, personality, and symptom assessment. Spanish/English bilingualism is desired. As a Hispanic Serving Institution, we value the mentoring and advising of under-represented populations. Congruent with our department's mission to generate and disseminate knowledge, provide expertise, foster social equity, and prepare the next generation of diverse scholars in applied psychology, we value applicants whose work addresses diversity among vulnerable and understudied populations. The University is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching and service as appropriate to the position.
CCSP is home to a vibrant faculty of productive scholars, a doctoral program that is highly regarded and accredited by the American Psychological Association, and the largest undergraduate minor on campus. We seek applicants who can contribute to the CCSP vision and mission (https://www.education.ucsb.edu/ccsp ). The successful candidate will have a Ph.D. or PsyD in Counseling, Clinical, or School Psychology. Preference will be given to applicants with a doctorate from an APA-accredited program. The candidate must be a licensed psychologist who is either licensed in California or license-eligible in the state of California by the appointment date of July 1, 2020.
Basic Qualifications: The successful candidate must have a doctorate in counseling, clinical, or school psychology by the appointment date of July 1, 2020. (Please clarify in your letter of interest when you expect to have your degree conferred if it has not been by the time of application.)
Additional Qualifications:
• Licensed psychologist who is licensed either in California or license-eligible in the state of California by the appointment date of July 1, 2020.
Preferred Qualifications:
• Ability to teach, train, and supervise graduate students in psychological and/or neuropsychological assessment
• Leadership and administration skills needed to direct a psychology assessment clinic
• Expertise in Latinx psychology; able to teach, train, and supervise graduate students in the practice of psychological and/or neuropsychological assessment in both English and Spanish.
Start date is July 1, 2020. To apply: submit the following materials online to https://apptrkr.com/1752843. A letter of interest, a teaching and supervising philosophy statement, a curriculum vitae, a sample test report, a diversity statement which describes how your scholarship, teaching, and service will help us achieve our mission to serve diverse populations in our region, state, and nation in ways that allow us to achieve educational equity, and arrange for three references to submit letters of recommendation on your behalf via the recruitment website. Candidates have the option to submit a sample teaching evaluation.
Please complete your application on or before January 19, 2020 in order to receive primary consideration. The position will remain open until filled. Salary will be commensurate with experience. Questions about this position should be directed to the staff assistant to the Search Committee, Christina Wilburn at cwilburn@ucsb.edu.
The Department of Counseling, Clinical, & School Psychology is in the Gevirtz Graduate School of Education (GGSE). GGSE is a diverse institution in a diverse community in a richly diverse state. The GGSE is part of UC Santa Barbara, one of only 62 members of the Association of American Universities (AAU) and the first AAU member to attain the status of Hispanic Serving Institution (HSI). As a public, land grant institution, GGSE at UCSB is deeply committed to centering diversity in our work. In addition to finding teaching faculty who bring scholarly expertise in the areas that are described below, we seek to ensure that successful candidates engage in scholarship, teaching, and service that will help us work with the diverse populations in our region, state, and nation to achieve the goal of educational equity.
The University of California is an Equal Opportunity/Affirmative Action Employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.
Dec 20, 2019
Full time
The Department of Counseling, Clinical, and School Psychology (CCSP) in the Gevirtz Graduate School of Education (GGSE) invites applications for a tenure track teaching faculty position, formally listed as Lecturer with Potential for Security of Employment (LPSOE), at the Assistant Teaching Professor level, with a specialty in psychological and/or neuropsychological assessment to begin July 1, 2020. Responsibilities will include (a) teaching a range of psychological and neuropsychological assessment courses, (b) directing the department’s psychology assessment clinic (the assessment practicum), (c) supervising diverse graduate students, (d) other graduate and undergraduate teaching, (e) mentoring undergraduate and graduate students, and (f) university and public service.
We are seeking applicants with expertise in psychological and/or neuropsychological assessment of diverse populations including the Latinx population. The applicant should have a strong base in cognitive/educational, neuropsychological, personality, and symptom assessment. Spanish/English bilingualism is desired. As a Hispanic Serving Institution, we value the mentoring and advising of under-represented populations. Congruent with our department's mission to generate and disseminate knowledge, provide expertise, foster social equity, and prepare the next generation of diverse scholars in applied psychology, we value applicants whose work addresses diversity among vulnerable and understudied populations. The University is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching and service as appropriate to the position.
CCSP is home to a vibrant faculty of productive scholars, a doctoral program that is highly regarded and accredited by the American Psychological Association, and the largest undergraduate minor on campus. We seek applicants who can contribute to the CCSP vision and mission (https://www.education.ucsb.edu/ccsp ). The successful candidate will have a Ph.D. or PsyD in Counseling, Clinical, or School Psychology. Preference will be given to applicants with a doctorate from an APA-accredited program. The candidate must be a licensed psychologist who is either licensed in California or license-eligible in the state of California by the appointment date of July 1, 2020.
Basic Qualifications: The successful candidate must have a doctorate in counseling, clinical, or school psychology by the appointment date of July 1, 2020. (Please clarify in your letter of interest when you expect to have your degree conferred if it has not been by the time of application.)
Additional Qualifications:
• Licensed psychologist who is licensed either in California or license-eligible in the state of California by the appointment date of July 1, 2020.
Preferred Qualifications:
• Ability to teach, train, and supervise graduate students in psychological and/or neuropsychological assessment
• Leadership and administration skills needed to direct a psychology assessment clinic
• Expertise in Latinx psychology; able to teach, train, and supervise graduate students in the practice of psychological and/or neuropsychological assessment in both English and Spanish.
Start date is July 1, 2020. To apply: submit the following materials online to https://apptrkr.com/1752843. A letter of interest, a teaching and supervising philosophy statement, a curriculum vitae, a sample test report, a diversity statement which describes how your scholarship, teaching, and service will help us achieve our mission to serve diverse populations in our region, state, and nation in ways that allow us to achieve educational equity, and arrange for three references to submit letters of recommendation on your behalf via the recruitment website. Candidates have the option to submit a sample teaching evaluation.
Please complete your application on or before January 19, 2020 in order to receive primary consideration. The position will remain open until filled. Salary will be commensurate with experience. Questions about this position should be directed to the staff assistant to the Search Committee, Christina Wilburn at cwilburn@ucsb.edu.
The Department of Counseling, Clinical, & School Psychology is in the Gevirtz Graduate School of Education (GGSE). GGSE is a diverse institution in a diverse community in a richly diverse state. The GGSE is part of UC Santa Barbara, one of only 62 members of the Association of American Universities (AAU) and the first AAU member to attain the status of Hispanic Serving Institution (HSI). As a public, land grant institution, GGSE at UCSB is deeply committed to centering diversity in our work. In addition to finding teaching faculty who bring scholarly expertise in the areas that are described below, we seek to ensure that successful candidates engage in scholarship, teaching, and service that will help us work with the diverse populations in our region, state, and nation to achieve the goal of educational equity.
The University of California is an Equal Opportunity/Affirmative Action Employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.
