Classdojo For Students Jobs in Usa

Open date: March 4, 2026

Next review date: Thursday, Mar 19, 2026 at 11:59pm (Pacific Time)

Apply by this date to ensure full consideration by the committee.

Final date: Thursday, Mar 4, 2027 at 11:59pm (Pacific Time)

Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.

The School of Information at the University of California, Berkeley, invites applications for a pool of part-time, non-tenure track lecturers to teach online courses in the Master of Information and Cybersecurity (MICS) program. We seek exceptional instructors with professional and/or academic expertise who can lead small, highly interactive sections of about 15 graduate students in this cutting-edge, online program.

Courses in the MICS program are pre-designed and structured, allowing instructors to focus on delivering dynamic and engaging learning experiences while bringing valuable expertise to advance student outcomes. Screening of applicants is ongoing and will continue as the program evolves. The number of available positions may vary by semester based on the School's requirements.

Please Note:

Applicants must be authorized to work in the United States at the time of hire. Visa sponsorship is not available for this position.

The Berkeley School of Information (I School) is a global bellwether in a world awash in information and data, boldly leading the way with education and fundamental research that translates into new knowledge, practices, policies, and solutions. I School scholars and practitioners thrive in the intersections where people, organizations, and societies interact with information, technology, and data. The faculty comprises a mix of disciplines, including information, computer science, economics, political science, law, sociology, design, media studies, and more.

The I School offers three professional master's degrees and an academic doctoral degree. The MIMS program trains students for careers as information professionals and emphasizes small classes and project-based learning. The online MIDS program trains data scientists to manage and analyze the coming onslaught of big data in a unique high-touch online degree. The online MICS program prepares cybersecurity leaders with the technical skills and contextual knowledge necessary to develop solutions for complex cybersecurity challenges. The Ph.D. program equips scholars to develop solutions and shape policies that influence how people seek, use, and share information. Our cohorts and classes are small enough to support intense student engagement, and we encourage collaboration among the students, faculty, and staff in the I School community. Our alumni have careers in diverse fields, such as data science, user experience design and research, product management, engineering, information policy, cybersecurity, and more.

We are committed to attracting outstanding instructors from academia and industry who bring diverse perspectives and experiences to the virtual classroom. Whether your expertise lies in groundbreaking research, innovative industry applications, or both, we value professionals who can bridge theory and practice. Successful lecturers inspire graduate students by integrating real-world applications with deeper theoretical exploration, fostering critical discussions of historical and emerging trends, and preparing students to make an impact in the rapidly evolving field of cybersecurity.

If you are an enthusiastic educator or practitioner passionate about shaping the next generation of cybersecurity leaders, we encourage you to join our exceptional instructional team.

The instructor role is an exciting opportunity to contribute to the success of graduate students in cutting-edge online MICS master's programs at UC Berkeley's School of Information.

Delivering Engaging Online Classes: Plan and lead synchronous online sessions focusing on active learning. Facilitate meaningful discussions, collaborative group activities, and practical exercises that enhance students' understanding and application of core concepts.

Facilitating Student-Centered Learning: Provide personalized support to students by holding virtual office hours, moderating online discussions, and leveraging student analytics to identify and support individual learning needs.

Designing and Refining Course Materials: Develop and update instructional materials, assignments, and assessments. Ensure all content aligns with program objectives, maintains academic rigor, and incorporates an inclusive and equitable learning environment.

Providing Constructive Feedback: Deliver timely, actionable feedback on student assignments and projects to promote growth and mastery of key competencies.

Maintaining Course Operations: Use the learning management system (LMS) and other educational technology tools to manage course websites, post assignments, and communicate with students effectively.

Collaborating with Faculty Teams: Actively participate in course meetings to align instructional practices, address challenges, and share innovative teaching strategies. Attend monthly or bi-monthly faculty meetings to stay connected with program goals and initiatives.

Advancing Online Pedagogy: Engage in faculty development programs to stay current on the latest research, tools, and practices for effective online teaching. Share insights to enhance the overall learning experience.

Promoting Inclusion: Foster an inclusive, equitable learning environment that respects diverse perspectives and supports all students in achieving their academic and professional goals.

Please note:

The use of a lecturer pool does not guarantee that an open position exists. See the review date in AP Recruit to learn whether the school is reviewing applications for a specific position. If no future review date is specified, your application may not be considered at this time.

UC Berkeley has several policies and programs to support all employees as they balance work and family.

Program:

Policies and Programs to Support All Employees: support-faculty/family-responsive-policies-benefits-programs-and-resources

Course Descriptions: courses/cyber

A bachelor's degree (or equivalent international degree).

Minimum of 4 years professional experience in the relevant field.

Minimum of 2 years experience in teaching in higher education or professional development in relevant fields. Professional development instructional activities would include leading workshops, delivering executive education, providing corporate training, or offering industry-recognized certification programs.

An advanced degree in Cybersecurity, Information, Information Science, Statistics, Computer Science, Engineering, Political Science, Sociology, Law, Economics, or related fields.

10 + years of professional experience in Cybersecurity, Information, Information Science, Statistics, Computer Science, Engineering, Political Science, Sociology, Law, Economics or related fields.

Multiple years of demonstrated excellence in teaching college-level courses, including experience with online instruction.

Familiarity with and use of collaborative learning techniques and student-centered methods of instruction.

Proven organizational skills and ability to complete assignments timely and accurately with minimal supervision.

Possess excellent communication skills, both oral and written, and the ability to communicate effectively with students with a wide range of skills.

Possess excellent interpersonal, customer service, and problem-solving skills. Ability to work well with students, faculty, and staff. Demonstrated strength or potential in teaching at the college level.

Demonstrated ability to support the academic, professional, and personal development of a diverse community through inclusive curriculum, classroom environment, and pedagogy in a multidisciplinary environment.

Teaching or in-depth knowledge and experience in at least one of the following core areas (please see course descriptions online):

• 
  
• Applied Machine Learning for Cybersecurity
  
• Artificial Intelligence (AI) and Machine Learning (ML) in Cybersecurity
  
• Capstone
  
• Cloud Security
  
• Cryptography
  
• Cybersecurity and Public Policy
  
• Cybersecurity Clinic
  
• Cybersecurity Consulting
  
• Cybersecurity Equality
  
• Cybersecurity in Context: Artificial Intelligence, Policy, Law and Ethics
  
• Introduction to Cybersecurity
  
• Managing Cyber Risk
  
• Network Security
  
• Operating System Security
  
• Public Interest Cybersecurity Clinic
  
• Security Operations
  
• Software Security
  
• Usable Privacy and Security Research
  
• Web Application Security Assessment
  
• Special Topics: AI-Driven Threat Detection, Blockchain Security, Critical Infrastructure Security, Cyber Threat Intelligence, Cyber Resilience, Incident Response, IoT Security, Post-Quantum Cryptography, Privacy-Preserving Machine Learning, Social Engineering, Zero Trust Security
  

• Curriculum Vitae - Your most recently updated C.V.

  
  

• Cover Letter

  
  

• Statement of Teaching Interests/Experience/Approach - Applicants must submit a brief statement outlining their teaching philosophy, experience, and methods. This can include, for example, fostering student success, connecting theory to practice, advancing an inclusive learning environment for all students, facilitating student-centered learning, or providing practical exercises that enhance students' understanding and application of core concepts. The statement should clearly describe the format, audience, and scope of teaching or professional development experience.

  
  
  

  The statement should highlight areas of expertise, and any experience with online or technology-enhanced teaching.

  
  
  

  Please indicate which class(es) you believe you are qualified to teach.

  
  

• Teaching Evaluations, if available (Optional)

  
  

• 3 required (contact information only)

Help contact:

UC Berkeley is committed to diversity, equity, inclusion, and belonging in our public mission of research, teaching, and service, consistent with UC Regents Policy 4400 and University of California Academic Personnel policy (APM 210 1-d). These values are embedded in our Principles of Community, which reflect our passion for critical inquiry, debate, discovery and innovation, and our deep commitment to contributing to a better world. Every member of the UC Berkeley community has a role in sustaining a safe, caring and humane environment in which these values can thrive.

The University of California, Berkeley is an Equal Opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or protected veteran status.

For more information, please refer to the University of California's Affirmative Action and Nondiscrimination in Employment Policy and the University of California's Anti-Discrimination Policy.

In searches when letters of reference are required all letters will be treated as confidential per University of California policy and California state law. Please refer potential referees, including when letters are provided via a third party (i.e., dossier service or career center), to the UC Berkeley statement of confidentiality prior to submitting their letter.

As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements.

Unless stated otherwise, unambiguously, in the position description, this position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee.

As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct.

• 
  
• "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination, as defined by the employer.
  
• UC Sexual Violence and Sexual Harassment Policy
  
• UC Anti-Discrimination Policy
  
• APM - 035: Affirmative Action and Nondiscrimination in Employment
  

Open date: March 4, 2026

Next review date: Thursday, Mar 19, 2026 at 11:59pm (Pacific Time)

Apply by this date to ensure full consideration by the committee.

Final date: Thursday, Mar 4, 2027 at 11:59pm (Pacific Time)

Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.

The School of Information at the University of California, Berkeley, invites applications for a pool of part-time, non-tenure track lecturers to teach on-campus courses in the Master of Information Management and Systems. We seek exceptional instructors with professional and/or academic expertise who can teach courses for I School doctoral and master's level students and other UC Berkeley graduate students in related fields, as well as undergraduate courses. Screening of applicants is ongoing and will continue as needed. The number of positions varies from semester to semester, depending on the needs of the School.

Applicants will be selected from this pool for the academic year (including summer sessions), when there is curricular need. Positions typically start at the beginning of the semester, and appointments may be renewable based on need, funding, and performance. This is a primarily in-person role that typically requires physical presence on the UC Berkeley campus, although alternative modalities may be authorized for instruction when conditions require.

Please Note:

Applicants must be authorized to work in the United States at the time of hire. Visa sponsorship is not available for this position.

The Berkeley School of Information (I School) is a global bellwether in a world awash in information and data, boldly leading the way with education and fundamental research that translates into new knowledge, practices, policies, and solutions. I School scholars and practitioners thrive in the intersections where people, organizations, and societies interact with information, technology, and data. The faculty comprises a mix of disciplines, including information, computer science, economics, political science, law, sociology, design, media studies, and more.

The I School offers three professional master's degrees and an academic doctoral degree. The MIMS program trains students for careers as information professionals and emphasizes small classes and project-based learning. The online MIDS program trains data scientists to manage and analyze the coming onslaught of big data in a unique high-touch online degree. The online MICS program prepares cybersecurity leaders with the technical skills and contextual knowledge necessary to develop solutions for complex cybersecurity challenges. The Ph.D. program equips scholars to develop solutions and shape policies that influence how people seek, use, and share information. Our cohorts and classes are small enough to support intense student engagement, and we encourage collaboration among the students, faculty, and staff in the I School community. Our alumni have careers in diverse fields, such as data science, user experience design and research, product management, engineering, information policy, cybersecurity, and more.

We are committed to attracting outstanding instructors from academia and industry who bring diverse perspectives and experiences to the classroom. Whether your expertise lies in groundbreaking research, innovative industry applications, or both, we value professionals who can bridge theory and practice. Successful lecturers inspire graduate students by integrating real-world applications with deeper theoretical exploration, fostering critical discussions of historical and emerging trends, and preparing students to make an impact in cybersecurity.

If you are an enthusiastic educator or practitioner passionate about shaping the next generation of information leaders, we encourage you to join our exceptional instructional team.

Designing and Delivering Engaging Classes: Plan and lead dynamic in-person sessions emphasizing active learning. Facilitate meaningful discussions, group activities, and hands-on exercises that deepen students' understanding and application of key concepts.

Creating a Cohesive Course Experience: Develop a comprehensive syllabus outlining learning objectives, assessments, assignments, and expectations. Ensure all course elements, including lectures, materials, and activities, align with program goals and foster a cohesive student learning experience.

Facilitating Student-Centered Learning: Provide personalized support through office hours, one-on-one meetings, and guidance throughout the semester to address individual student needs and ensure academic success.

Designing and Refining Course Materials: Develop and update instructional materials, assignments, and assessments. Ensure all content aligns with program objectives, maintains academic rigor, and incorporates an inclusive and equitable learning environment.

Providing Constructive Feedback: Deliver timely, thoughtful, and actionable feedback on student assignments, projects, and assessments to promote continuous improvement and mastery of course competencies.

Managing Course Operations: Organize and communicate key course components, such as schedules, assignments, grading policies, and classroom logistics, to ensure a smooth learning experience for all students.

Collaborating with Instructional Teams: Participate actively in team meetings to share teaching strategies, address challenges, and ensure alignment on instructional practices. Attend faculty meetings to stay connected with program initiatives and goals.

Promoting Inclusion: Foster an inclusive, equitable learning environment that respects diverse perspectives and supports all students in achieving their academic and professional goals.

Please Note:

The use of a lecturer pool does not guarantee that an open position exists. See the review date in AP Recruit to determine whether applications are currently being reviewed. If no future review date is specified, your application may not be considered at this time.

UC Berkeley has several policies and programs to support all employees as they balance work and family.

Program: programs/mims

Policies and Programs to Support All Employees: support-faculty/family-responsive-policies-benefits-programs-and-resources

Course Descriptions: courses/info

A bachelor's degree (or equivalent international degree).

Minimum of 4 years professional experience in the relevant field.

Minimum of 2 years experience in teaching in higher education or professional development in relevant fields. Professional development instructional activities would include leading workshops, delivering executive education, providing corporate training, or offering industry-recognized certification programs.

An advanced degree in a field such as Information, Information Science, Statistics, Computer Science, Engineering, Political Science, Sociology, Law, Economics, Human-Computer Interaction, or Design.

10 + years of professional experience in Information, Information Science, Statistics, Computer Science, Engineering, Political Science, Sociology, Law, Economics, Human-Computer Interaction, or Design.

Multiple years of demonstrated excellence in teaching college-level courses.

Familiarity with and use of collaborative learning techniques and student-centered methods of instruction.

Proven organizational skills and ability to complete assignments timely and accurately with minimal supervision.

Possess excellent communication skills, both oral and written, and the ability to communicate effectively with students with a wide range of skills.

Possess excellent interpersonal, customer service, and problem-solving skills. Ability to work well with students, faculty, and staff. Demonstrated strength or potential in teaching at the college level.

Demonstrated ability to support the academic, professional, and personal development of a diverse community through inclusive curriculum, classroom environment, and pedagogy in a multidisciplinary environment.

Professional and teaching experience in at least one of the following core areas (please see course descriptions online):

• 
  
• Algorithmic Fairness and Bias Mitigation
  
• Blockchain and Decentralized Systems
  
• Cloud Computing and Scalability
  
• Cybersecurity and Information Assurance
  
• Data Analysis and Visualization
  
• Data Engineering and Analysis
  
• Digital Ethics and Societal Impact
  
• Digital Transformation in Organizations
  
• Ethical Technology and Responsible AI
  
• Generative AI and Its Applications
  
• Human-AI Collaboration
  
• Human-Computer Interaction (HCI)
  
• Information Policy
  
• Machine Learning
  
• Natural Language Processing (NLP)
  
• Privacy-Preserving Technologies
  
• Product Management
  
• Smart Cities and Urban Informatics
  
• Social and Technical Innovation in Entrepreneurship
  
• User-Centered Design
  
• Other Areas of Information Science and Systems
  

• Curriculum Vitae - Your most recently updated C.V.

  
  

• Cover Letter

  
  

• Statement of Teaching Interests/Experience/Approach - Applicants must submit a brief statement outlining their teaching philosophy, experience, and methods. This may include, for example, fostering student success, connecting theory to practice, contributions to advancing an inclusive learning environment for all students, facilitating student-centered learning, or practical exercises that enhance students' understanding and application of core concepts. The statement should clearly describe the format, audience, and scope of teaching or professional development experience.

  
  
  

  The statement should highlight areas of expertise, and any experience with online or technology-enhanced teaching.

  
  
  

  Please indicate which class(es) you believe you are qualified to teach.

  
  

• Teaching Evaluations, if available (Optional)

  
  

• 3 required (contact information only)

Help contact:

UC Berkeley is committed to diversity, equity, inclusion, and belonging in our public mission of research, teaching, and service, consistent with UC Regents Policy 4400 and University of California Academic Personnel policy (APM 210 1-d). These values are embedded in our Principles of Community, which reflect our passion for critical inquiry, debate, discovery and innovation, and our deep commitment to contributing to a better world. Every member of the UC Berkeley community has a role in sustaining a safe, caring and humane environment in which these values can thrive.

The University of California, Berkeley is an Equal Opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or protected veteran status.

For more information, please refer to the University of California's Affirmative Action and Nondiscrimination in Employment Policy and the University of California's Anti-Discrimination Policy.

In searches when letters of reference are required all letters will be treated as confidential per University of California policy and California state law. Please refer potential referees, including when letters are provided via a third party (i.e., dossier service or career center), to the UC Berkeley statement of confidentiality prior to submitting their letter.

As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements.

Unless stated otherwise, unambiguously, in the position description, this position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee.

As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct.

• 
  
• "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination, as defined by the employer.
  
• UC Sexual Violence and Sexual Harassment Policy
  
• UC Anti-Discrimination Policy
  
• APM - 035: Affirmative Action and Nondiscrimination in Employment
  

Open date: March 4, 2026

Next review date: Thursday, Mar 19, 2026 at 11:59pm (Pacific Time)

Apply by this date to ensure full consideration by the committee.

Final date: Thursday, Mar 4, 2027 at 11:59pm (Pacific Time)

Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.

The School of Information at the University of California, Berkeley, invites applications for a pool of part-time, non-tenure track lecturers to teach online courses in the Master of Information and Data Science (MIDS) program. We seek exceptional instructors with professional and/or academic expertise who can lead small, highly interactive sections of around 17 graduate students in this innovative, online program.

Courses in the MIDS program are pre-designed and structured, allowing instructors to focus on delivering dynamic and engaging learning experiences while providing valuable expertise to enhance student outcomes. Screening of applicants is ongoing and will continue as the program's needs evolve. The number of available positions may vary by semester based on the School's requirements.

Please Note:

Applicants must be authorized to work in the United States at the time of hire. Visa sponsorship is not available for this position.

The Berkeley School of Information (I School) is a global bellwether in a world awash in information and data, boldly leading the way with education and fundamental research that translates into new knowledge, practices, policies, and solutions. I School scholars and practitioners thrive in the intersections where people, organizations, and societies interact with information, technology, and data. The faculty comprises a mix of disciplines, including information, computer science, economics, political science, law, sociology, design, media studies, and more.

The I School offers three professional master's degrees and an academic doctoral degree. The MIMS program trains students for careers as information professionals and emphasizes small classes and project-based learning. The online MIDS program trains data scientists to manage and analyze the coming onslaught of big data in a unique high-touch online degree. The online MICS program prepares cybersecurity leaders with the technical skills and contextual knowledge necessary to develop solutions for complex cybersecurity challenges. The Ph.D. program equips scholars to develop solutions and shape policies that influence how people seek, use, and share information. Our cohorts and classes are small enough to support intense student engagement, and we encourage collaboration among the students, faculty, and staff in the I School community. Our alumni have careers in diverse fields, such as data science, user experience design and research, product management, engineering, information policy, cybersecurity, and more.

We are committed to attracting outstanding instructors from academia and industry who bring diverse perspectives and experiences to the virtual classroom. Whether your expertise lies in groundbreaking research, innovative industry applications, or both, we value professionals who can bridge theory and practice. Successful lecturers inspire graduate students by integrating real-world applications with deeper theoretical exploration, fostering critical discussions of historical and emerging trends, and preparing students to make an impact in the rapidly evolving field of data science.

If you are an enthusiastic educator or practitioner passionate about shaping the next generation of data science leaders, we encourage you to join our exceptional instructional team.

The instructor role is an exciting opportunity to contribute to the success of graduate students in cutting-edge online MIDS master's programs at UC Berkeley's School of Information.

Delivering Engaging Online Classes: Plan and lead synchronous sessions that emphasize active learning. Facilitate meaningful discussions, collaborative group activities, and practical exercises that enhance students' understanding and application of core concepts.

Facilitating Student-Centered Learning: Provide personalized support to students by holding virtual office hours, moderating online discussions, and leveraging student analytics to identify and support individual learning needs.

Designing and Refining Course Materials: Develop and update instructional materials, assignments, and assessments. Ensure all content aligns with program objectives, maintains academic rigor, and incorporates an inclusive and equitable learning environment.

Providing Constructive Feedback: Deliver timely, actionable feedback on student assignments and projects to promote growth and mastery of key competencies.

Maintaining Course Operations: Use the learning management system (LMS) and other educational technology tools to manage course websites, post assignments, and communicate with students effectively.

Collaborating with Faculty Teams: Actively participate in course meetings to align instructional practices, address challenges, and share innovative teaching strategies. Attend monthly or bi-monthly faculty meetings to stay connected with program goals, initiatives, and effective online teaching pedagogy.

Advancing Online Pedagogy: Engage in faculty development programs to stay current on the latest research, tools, and practices for effective online teaching. Share insights to enhance the overall learning experience.

Promoting Inclusion: Foster an inclusive, equitable learning environment that respects diverse perspectives and supports all students in achieving their academic and professional goals.

Please note:

The use of a lecturer pool does not guarantee that an open position exists. See the review date in AP Recruit to learn whether the school is reviewing applications for a specific position. If no future review date is specified, your application may not be considered at this time.

UC Berkeley has several policies and programs to support all employees as they balance work and family.

Program:

Policies and Programs to Support All Employees: support-faculty/family-responsive-policies-benefits-programs-and-resources

Course Descriptions: courses/datasci

A bachelor's degree (or equivalent international degree).

Minimum 4 years of professional experience in the relevant field.

Minimum 2 years of experience in teaching in higher education or professional development in relevant fields. Professional development instructional activities would include leading workshops, delivering executive education, providing corporate training, or offering industry-recognized certification programs.

An advanced degree in Data Science, Information, Information Science, Statistics, Computer Science, Engineering, Political Science, Sociology, Law, Economics, or related field.

10 + years of professional experience in fields such as Data Science, Information, Information Science, Statistics, Computer Science, Engineering, Political Science, Sociology, Law, Economics, or related fields.

Multiple years of demonstrated excellence in teaching college-level courses, including experience with online instruction.

Familiarity with and use of collaborative learning techniques and student-centered methods of instruction.

Proven organizational skills and ability to complete assignments timely and accurately with minimal supervision.

Possess excellent communication skills, both oral and written, and the ability to communicate effectively with students with a wide range of skills.

Possess excellent interpersonal, customer service, and problem-solving skills. Ability to work well with students, faculty, and staff. Demonstrated strength or potential in teaching at the college level.

Demonstrated ability to support the academic, professional, and personal development of a diverse community through inclusive curriculum, classroom environment, and pedagogy in a multidisciplinary environment.

Teaching or in-depth knowledge and experience in at least one of the following core areas (please see course descriptions):

• 
  
• Applied Cloud Computing for Data Science
  
• Applied Machine Learning
  
• Applied Statistics(R)
  
• Capstone Projects - real-world projects and industry collaboration
  
• Computer Vision
  
• Data Visualization and Communication
  
• Deep Learning and Neural Networks
  
• Edge and IoT Data Science
  
• Experiments and Causal Inference
  
• Fundamentals of Data Engineering
  
• Generative AI
  
• Introduction to Data Science Programming (Python)
  
• Leadership in Data-Driven Transformation
  
• Machine Learning at Scale
  
• Machine Learning Systems Engineering
  
• Natural Language Processing with Deep Learning
  
• Privacy, Security, and Ethics in Data Science
  
• Regression and Time Series Analysis
  
• Research Design and Data Analysis
  
• Scalable Data Mining and Analysis
  
• Statistical Methods for Discrete Response, Time Series, & Panel Data
  
• Special Topics such as: AI for Sustainability, Autonomous Systems and Robotics, Data, Human-Centered Data Science, Spatial Data Science, Time-Series Analysis and Forecasting
  

• Curriculum Vitae - Your most recently updated C.V.

  
  

• Cover Letter

  
  

• Statement of Teaching Interests/Experience/Approach - Applicants must submit a brief statement outlining their teaching philosophy, experience, and methods. This can include, for example, fostering student success, connecting theory to practice, advancing an inclusive learning environment for all students, facilitating student-centered learning, or providing practical exercises that enhance students' understanding and application of core concepts. The statement should clearly describe the format, audience, and scope of teaching or professional development experience.

  
  
  

  The statement should highlight areas of expertise and any experience with online or technology-enhanced teaching.

  
  
  

  Please indicate which class(es) you believe you are qualified to teach.

  
  

• Teaching Evaluations, if available (Optional)

  
  

• 3 required (contact information only)

Help contact:

UC Berkeley is committed to diversity, equity, inclusion, and belonging in our public mission of research, teaching, and service, consistent with UC Regents Policy 4400 and University of California Academic Personnel policy (APM 210 1-d). These values are embedded in our Principles of Community, which reflect our passion for critical inquiry, debate, discovery and innovation, and our deep commitment to contributing to a better world. Every member of the UC Berkeley community has a role in sustaining a safe, caring and humane environment in which these values can thrive.

The University of California, Berkeley is an Equal Opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or protected veteran status.

For more information, please refer to the University of California's Affirmative Action and Nondiscrimination in Employment Policy and the University of California's Anti-Discrimination Policy.

In searches when letters of reference are required all letters will be treated as confidential per University of California policy and California state law. Please refer potential referees, including when letters are provided via a third party (i.e., dossier service or career center), to the UC Berkeley statement of confidentiality prior to submitting their letter.

As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements.

Unless stated otherwise, unambiguously, in the position description, this position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee.

As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct.

• 
  
• "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination, as defined by the employer.
  
• UC Sexual Violence and Sexual Harassment Policy
  
• UC Anti-Discrimination Policy
  
• APM - 035: Affirmative Action and Nondiscrimination in Employment
  

Our Ideal Candidate
You are a committed professional with a compassionate and patient demeanor who enjoys working with at-risk youth. You are a team player who listens well and contributes to a positive and efficient work environment on behalf of colleagues, students, families, and the community. You represent the Santa Barbara County Education Office with integrity and professionalism.

General Description
Assists teachers, counselors, staff, parents, probation officers, and agencies by providing a safe learning environment for at-risk students who are in a juvenile court and/or community school or community day school. Combines instruction support, and tutoring to students in a strictly monitored setting.

Specific duties and responsibilities

• Provide instructional support in core academic and vocational subjects to students; prepare and may develop age- and grade-appropriate instructional aids and exercises to support the subject matter being taught.

• May perform student intakes; proctor and conduct state-mandated assessments of students to establish baselines, determine academic needs and placement, and measure progress; score objective tests; keep appropriate records, using electronic student information systems; ensure confidentiality of student information.

• Assist with daily screening for weapons, banned substances, and paraphernalia; escort students going from one location to another; monitor student activity in and between classroom, lunchroom, restrooms, and recreational areas throughout the school day, including dismissal time; monitor classroom activities during brief absence of a teacher.

• Observe, monitor, and redirect the behavior of students within approved procedures; reinforce behavior modification techniques determined by the teacher; develop and use incentives as positive reinforcement; document behavioral incidents and report them to site supervisor; participate in consultations with parents and staff on behavioral interventions for students; use appropriate discipline in accordance with school safety plan, school rules, and teacher's assessment.

• As part of the instructional team: support communication with parents to facilitate students' success in a restorative justice environment; provide input to teachers and specialists on student performance, progress, and behavior; may participate in parent-teacher conferences; may be assigned to contact designated Probation officials when resolution cannot be reached with students and parents.

• Perform other duties as assigned that support the overall objective of the position.

Education and Experience
Education: Possession of a high school diploma and passing score on a rigorous assessment examination demonstrating knowledge and ability to assist with instructing children/students in reading, writing, and mathematics; 48 or more semester units of higher education will substitute for the competency assessment exam.

Knowledge of:

• principles and practices of age-appropriate child development and guidance applicable to a court or community school setting

• principles and practices of positive reinforcement

• core subjects taught in the schools served by SBCEO, including English language arts, mathematics, science, and social studies, with sufficient competency to assist students with individual or group studies

• teaching and instructional methods

• basic clerical and record-keeping processes.

Skill in:

• using personal computers, audiovisual, and other equipment to support learning, record information, and send communications

• working productively and cooperatively with teachers, staff of other agencies, students, and parents in formal and informal settings.

Ability to:

• assist teaching staff with implementation of instructional goals and activities

• support and interact with students who have a variety of behavioral needs

• apply principles of positive reinforcement

• manage students' verbal and physical behavior in a constructive manner

• learn juvenile court system, including both dependency and delinquency processes

• learn system of care for youth in the juvenile justice system

• learn educational and community resources available for students and families

• interact with teachers, administration, Probation staff, parents, and specialists in order to carry out assigned duties

• oversee students, administer assignments and tests, and perform general clerical tasks

• relate positively to students in a way that builds confidence, provides them with strategies to manage their own behavior, and helps them achieve learning goals

• exercise patience when conveying information to students having difficulty with verbal and written communications

• demonstrate sensitivity to a diverse population of students and families

• communicate effectively both orally and in writing.

Some positions in this classification may require proficiency in a language other than English or basic competency in American Sign Language.

Licenses and certificates

May require a valid California driver's license. May require a valid First Aid card, CPR certification, and/or certification in Crisis Prevention Intervention (CPI).

Working conditions

Some positions in this classification are assigned to work in a juvenile detention facility. Work is performed indoors and outdoors with some exposure to health and safety considerations from physical labor and exposure to body fluids. Requires the ability to perform indoors in an office, classroom, or recreational environment engaged in work of primarily a sedentary to a moderately active nature. Requires near visual acuity to read and write printed materials and computer screens. Requires hearing and speech ability for ordinary and telephonic conversation, to converse with individuals and small groups. Requires the ability to move about office, classroom, and school grounds, to tutor, assist with presentations, and teach work materials. Requires ability to walk with student groups during PE classes and to escort students at dismissal. Requires sufficient manual and finger dexterity to demonstrate teaching aids, to point out important words/figures to students, and to operate personal computers. Requires the ability to lift, carry, push, and move supplies, fixtures, wheelchairs, etc., of light-to-medium weight (under 50 pounds) on a regular basis, and heavy weight (under 75 pounds) without labor saving equipment on an intermittent basis.

Paid monthly on the last day of the month

Benefits not included.

Non-Discrimination Policy Statement

For purposes of this policy, employees include job applicants, interns, volunteers, and persons who contracted with SBCEO to provide services, as applicable.

No SBCEO employee shall be discriminated against or harassed by any coworker, supervisor, manager, or other person with whom the employee comes in contact in the course of employment, on the basis of the employee's actual or perceived race, color, ancestry, national origin, age, religious creed, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran or military status, sex, sexual orientation, gender, gender identity, gender expression, or association with a person or group with one or more of these actual or perceived characteristics.

SBCEO prohibits discrimination against employees on the basis of reproductive health decision making, defined as a person's decision to use or access a particular drug, device, product, or medical service for reproductive health.

SBCEO does not discriminate against employees on the basis of immigration status, unless there is clear and convincing evidence that SBCEO is required to do so in order to comply with federal immigration law.

Miami University is seeking an enthusiastic and collaborative Assistant or Sr. Assistant Director of Academic Recruitment and Outreach to join our dynamic Admission team. Reporting to the Director or Associate Director of Academic Recruitment and Outreach, this role will be instrumental in supporting the recruitment and yield efforts for one or more specific academic colleges or programs within the University. The Assistant Director will serve as a key liaison between the Office of Admission and academic departments, helping to attract and enroll students who are a strong fit for Miami's diverse and rigorous academic offerings. This position requires a professional who is passionate about higher education and committed to upholding Miami's Code of Love and Honor through dedicated service and impactful engagement.

In addition to managing a small recruitment territory, the Assistant or Sr. Assistant Director of Academic Recruitment and Outreach will be primarily responsible for supporting the recruitment and yield strategies for a designated academic college(s) or specific programs within Miami University. This individual will work closely with academic faculty and staff to articulate the unique value propositions of their programs to prospective students and families. The Assistant or Sr. Assistant Director will play a key role in developing and implementing strategic recruitment and outreach initiatives that support assigned academic divisions' specific enrollment goals. This position, reporting to the Office of Admission and embedded in appropriate operations of the assign academic division(s), is responsible for identifying opportunities for impactful storytelling, strategic and tailored recruitment and yield efforts that shape enrollment for the division(s), and training across teams that will elevate the division's programs, brand, and students' needs at each stage of the admission process.

This position is approved for remote work on a hybrid basis. Remote work is not a right, but a working arrangement that can be modified or revoked by Miami University at any time, for any reason.

Collaboration & Leadership:

Provide politically savvy and diplomatic partnership in efforts to improve student, family, and community stakeholder experiences with each division as part of the admission process. Build and maintain strong, collaborative relationships with academic departments, student services, campus partners, and external parties to ensure enrollment success for Miami's programs and a seamless and supportive prospective student experience. Serve as the academic division liaison to the Office of Admission and other university stakeholders involved in recruitment and enrollment efforts. Liaise with the academic division faculty and staff working with prospective students. Approach interactions with a spirit of service, humility, and gratitude. Contribute to a collaborative team environment, sharing diverse perspectives, fostering deep partnerships, and supporting the development of colleagues. May assist with the training and mentorship of student workers or admission staff within the undergraduate admission team. (20%)

Strategic Divisional Recruitment:

Within Miami's divisional recruitment framework, facilitate and contribute to the development of a data-driven recruitment and yield plan for your assigned academic division(s). Utilize enrollment data, university, and divisional priorities to inform strategies, identify trends, and contribute to improving defined enrollment metrics for assigned academic division. Facilitate and ensure delivery of tailored divisional programming that supports meeting overall university enrollment goals. (20%)

Projects & Programming:

Directly contribute to the team's efforts to develop, execute, and evaluate tailored recruitment and yield programming specific to the needs and goals of each academic partner. In collaboration with the Campus Visit Experience team and the academic division(s) assigned, organize, coordinate, and manage the execution of dynamic programming and events for prospective first-year students, both on and off campus. Coordinate and participate in on-campus and off-campus recruitment events, such as open houses, admitted student yield events, daily prospective student visits, high school visits/college fairs, Red Brick Roadshows, etc. (15%)

Knowledge of University & Brand Representation:

Develop working knowledge of Miami University programs, opportunities, and policies and communicate information about the Miami brand, experience, and outcomes and its admission policies and procedures to prospective students, families, and other key influencers. Develop in-depth knowledge of programs in assigned academic division(s), serving as a first level resource for divisional information within undergraduate admission. Represent Miami and/or assigned academic division at on and off-campus student recruitment and yield events and campaigns. Present to audiences ranging from 20 to over 300 participants. (10%)

Student-Centered Support:

Provide exceptional customer service and personalized guidance to prospective students and their families throughout the admission process, embodying Miami's Code of Love and Honor through extraordinary hospitality and transparency. Correspond with students and their families, including the use of email, phone calls, and zoom meetings, provide presentations, and routinely fulfill counselor-on-duty responsibilities. Build and maintain relationships with school counselors within assigned territory. (10%)

Data-Driven Evaluation & Innovation:

Continuously monitor and evaluate the effectiveness of divisional recruitment strategies and practices, and the success of Miami's enrollment pipelines based on matriculation, student success, and graduation metrics. Utilize data, demographic trends, industry best practices, and other forms of quantitative and qualitative feedback to inform decisions, identify areas for improvement, and implement adaptive innovations to new and existing visit initiatives that align with greater university strategic priorities to recruit and enroll new students. (5%)

Territory Management:

Manage a small recruitment territory, which includes planning and conducting recruitment travel, maintaining counselor relations, following up with students and families, and monitoring enrollment trends, making needed adjustments to meet enrollment goals. (5%)

Application Review & Decision-Making:

Conduct contextual and holistic review of undergraduate, first-year applications, recommending admission decisions in accordance with Miami University's admission policies, values, priorities, and deadlines. (5%)

Communication & Marketing:

Contribute to the creation and dissemination of comprehensive and industry-leading communications for students from assigned academic divisions, ensuring clarity and accuracy. Collaborate with the academic division Director of Communication to ensure cohesive branding and messaging for prospective student engagement. (5%)

Other duties as assigned. (5%)

• Assistant Director: Bachelor's Degree (must be obtained by start date) with a minimum of two years of experience in a progressively responsible position; or Master's Degree.
• Senior Assistant Director: Bachelor's Degree (must be obtained by start date) with a minimum of three years of experience in progressively responsible positions; or a Master's Degree and a minimum of one year of experience.
• Experience may be obtained while obtaining degree (and will be counted at half time).
• Must be able to work some evenings, perform overnight and some weekend travel, transport 30-40 lbs. of recruiting materials, and possess a valid driver's license

• Proven ability to meet the demands of various stakeholders.
• Must be able to work independently and as a team member, and handle multiple tasks simultaneously with a high attention to detail.
• Knowledge of and experience with computer systems and various software applications, including Microsoft Word, Excel, and PowerPoint
• Ideal candidates will be politically savvy and diplomatic, demonstrate a proven positive work ethic and attitude, possess exceptional written and oral communication skills, dynamic group presentation skills, and proven commitment and ability to work with a wide range of constituencies.

• Master's Degree
• Possession of a bachelor's or master's degree in a program in business.
• Strong organizational skills, with the ability to manage multiple tasks and deadlines simultaneously.
• Proficiency in Microsoft Office (Excel, PowerPoint, etc.) and experience working with CRM systems (e.g., Slate, Navigate).
• Familiarity with enrollment strategies, event planning, and student engagement best practices.
• Ability to analyze real-time data and identify trends to optimize recruitment strategies.

Mission Driven, Community Focused About | Charles R. Drew University of Medicine and Science ( )

Charles R. Drew University is located in the Watts-Willowbrook area of south Los Angeles and was founded in 1966 in the wake of the Watts uprising. CDU was founded to address inadequate medical care in the region and to provide equitable medical education opportunities for underrepresented students.

CDU is strongly invested in the local and regional community. The university leads multiple partnerships and programs to provide equitable healthcare resources in a variety of South Los Angeles neighborhoods.

The Career Advising Coordinator at Charles R. Drew University of Medicine and Science (CDU) plays a critical role in supporting the academic and professional development of our diverse health professional graduate students. This position is responsible for connecting students with research opportunities both on and off-campus. The coordinator will organize career and internship fairs, assist the Career Services Advisor in facilitating students' transition from academic to professional environments.

Duties and Responsibilities:

Research Duties

• Identify and promote on and off-campus research, internship and fellowship opportunities available to graduate students.
• Maintain up-to-date website research and internship opportunities for students
• Foster relationships with faculty and external research organizations to increase research opportunities for students.

Career Services:

• Provide individualized career counseling and support to graduate student’s resources and tools to help students navigate their career paths effectively.
• Support the Career Services Advisor by partnering with employers, alumni, and industry professionals to participate in career events.

• Partner with Career Services Advisor in coordinating employer visits and on-campus recruiting activities, understanding hiring needs and match them with qualified students.

• Provide career guidance to current students and alumni
• Conduct research to analyze employment trends both locally and nationally.
• Maintain a database of available job opportunities for students, Generate employer database through cold calling, mailing, and site visits
• Identify and develop viable externship opportunities for students.
• Assists in all graduation ceremonies.

Workshops and Seminars:

• Design, deliver, and facilitate workshops on topics such as job search strategies, job interview skills, and research opportunities.

• Manage all career-related programming and events, and track career outcomes.

• Plan, promote, and execute workshops, career fairs, networking events, and other programming to support graduate students' career goals.
• Create and update career materials such as guides, handouts, and online content. Assist students with resumes and cover letter writing.

Collaboration and Outreach:

• Build and maintain relationships with employers to generate internship and job leads; conduct outreach to potential employers and community groups.
• Work with all academic departments, faculty, and other university offices to understand student needs and align services with institutional goals.
• Participate in orientations and other events to connect with graduate students and promote career services.
• Develop and maintain rapport with every possible company that employs graduates from CDU’s training programs.

Data Collection and Reporting:

• Collect and analyze data related to student placements, employer partnerships, and the effectiveness of career services.

• Generate and prepare reports to communicate the impact of career services on student employment, research and internship opportunities progress.
• Track career services activities, collect data on student outcomes, and generate reports to inform decision-making.
• Reports Daily activity to Senior Management.
• Maintains the Completion and Placement spreadsheet and submits weekly to Senior Management.

Qualifications:

Education:

• Bachelor's degree in Career Counseling, Higher Education, Public Health, or a related field. Master’s degree preferred.

Experience:

• Minimum of 3 years of experience in career services, academic advising, or a related field.
• Experience working with diverse student populations, preferably in health professions education.

Skills:

• Strong interpersonal and communication skills.
• Ability to develop and implement programs and initiatives that enhance student engagement.
• Proficiency in using data to assess program effectiveness.
• Ability to work collaboratively with students, faculty, and staff.
• Excellent organizational and time-management skills.

Compensation:

• $25 - $28 per hour

Position Status:

• Full-Time, Non-Exempt

Working Conditions:

• This position may require evening and weekend hours to accommodate student events and activities.

Conditional Employment:

The employment status of this position is classified as “Conditional.” Conditional employment means that the job exists contingent upon continued funding and limitations of restricted funds or, the duration of a specific program, project, grant, or contract. Since your salary is funded by Title III and end dates 9/30/2026, your position is contingent upon the continued receipt of these funds.   Continuation of your position is dependent, in part, upon funding availability.  Furthermore, no work may be performed after the grant end date(s) unless you have received an extension in writing from a Dean, Division VP, or Human Resources.

COMPLEXITY:

• The ability to perform highly detailed work with sustained attention and care while providing/obtaining information on numerous inquiries is paramount to success in this position.

 PHYSICAL DEMANDS:

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Occasional stooping. Frequent standing.  Constant walking, sitting, climbing, reaching high/low levels, finger movement, feeling, speaking clearly, hearing conversationally, and seeing far and near.

WORK ENVIRONMENT:

• The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Occasionally required to work in confined space.
• Position is on-site unless specific authorization from the manager.

 MENTAL DEMANDS:

• The mental demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Frequent work on a variety of unrelated tasks. Constant calculating interrupted work, work on a variety of interrelated tasks, and use of sustained concentration, reasoning, judgment, resourcefulness, analytical ability, and ingenuity.

 Special Requirements:

• Ability to work effectively with a diverse community.
• As a health professions institution of higher education, Charles R. Drew University of Medicine and Science seeks to protect the health and safety of the University community. As a condition of enrollment and employment, students, faculty, and staff must comply with the current CDU COVID-19 requirements as described on the CDU COVID-19 webpage.  Please visit the CDU Return to Campus website or email the Campus Nursing Office at

EEO Statement: Charles R. Drew University is committed to Equal Employment Opportunity. Applicants will be considered without regard to gender, race, age, color, religion, national origin, sexual orientation, genetic information, marital status, disability or covered veteran status.

Fair Chance Statement: Charles R. Drew University of Medicine and Science will consider qualified applicants, including those with criminal histories, in a manner consistent with state and local “Fair Chance” laws.

School Counselor

Hiring for 2026-2027 School Year, 12-month position

Boca Prep International School is seeking a School Counselor to join our team. The ideal

candidate should be someone who prioritizes the overall well-being and social-emotional

nature of every student while promoting the development of young people to contribute

proactively to the ongoing work towards a better world.

Founded in 1997, Boca Prep has been providing a student-centered, college-preparatory,

International Baccalaureate (IB) education for students in preschool through 12th grade as

an independent school. The school was IB authorized in 2009 and became an IB World

School in 2016, offering all three programs of the International Baccalaureate, as well as

extracurricular activities, community service, performance programs, and the performing

arts, all emphasized alongside the highest expectations for academic engagement and

attainment. With over 50 countries represented in our student body, Boca Prep has

developed its own community with an international perspective. With small class sizes and

an experienced, caring faculty, we help students become lifelong learners and global

citizens.

Boca Prep is an International Education Systems (IES) school. Students and faculty from IES

schools are members of a worldwide network of international schools that collaborate,

share expertise, and facilitate cultural and linguistic exchanges. IES schools focus on the

individual student through small classes, mentoring, and a personalized learning system. IES

schools stress internationalism, whether through IB programmes or national programmes

that include an emphasis on internationalism, privilege language learning as a key skill in a

globalized world, promote academic rigor, stress the development of character,

self-discipline, and learning how to learn, and are flexible about the distinctive needs of the

different societies and communities that they serve.

The position of the School Counselor:

The counselor is responsible for the overall social and emotional well-being and success of

all students. The tasks under this role include, but are not limited to:

School Counselor

● Provide short-term, solution-focused counseling to students and families seeking

support.

● Understand and be guided by the ASCA Ethical Standards for School Counselors.

● Provide crisis intervention, including assessment and clinical support during

emergencies (e.g., risk of harm to self or others, mandated reporting situations).

● Provide regularly scheduled in-class guidance lessons for all grade levels, as

appropriate.

● Request and review current student accommodations and IEP plans, and

communicate accommodations to all teachers.

● Set regular meetings to monitor student behavior, convene the student support

team, and communicate with the student’s family.

● Participate in meetings with faculty to support students who exhibit social-emotional

behavioral issues or whose enrollment status may be in jeopardy.

● Provide conflict mediation between students, faculty, and parents for specific issues,

as appropriate.

● Collaborate with divisional leadership to host restorative circles.

● Facilitate group counseling sessions that are responsive to students' needs.

● Provide faculty consultation and student observations.

● Meet with students of concern as needed. Document the meeting, follow up with

parents, and inform school administrators and faculty of all student concerns as

necessary.

● Manage and document counseling cases with professionalism and confidentiality,

including follow-ups and case notes.

● Offer referrals and coordinate access to outside mental health professionals and

community-based resources, based on counselor assessment and family needs.

● Other duties as assigned.

College Counselor

● Own all aspects of the college counseling process for Boca Prep students, including,

but not limited to:

○ Assist students with finalizing college applications prior to the early

action/early decision deadline of senior year.

○ Hold regular workshops to help seniors have a successful college transition.

○ Assist students with registering for College Board tests.

○ Stay abreast of trends related to college admissions by attending webinars,

counselor calls, counselor fly-ins, conferences, and other professional

development opportunities.

○ Support students with their college applications, including their college

essays.

○ Write letters of recommendation for students as needed.

○ Host parent workshops/seminars to explain the college admissions process.

○ Schedule and coordinate on-site college visits at Boca Prep, and advocate for

Boca Prep students with college admissions officers during university visits.

○ Maintain a spreadsheet of all seniors from January to graduation, and bring

forward any concerns about progress to the administration.

○ Teach up to two sections as needed.

School Registrar

● The school registrar will be responsible for maintaining all student transcripts and

records, as well as data entry. The tasks under this role include, but are not limited

to:

○ Conduct enrollment verification (course audits under state standards).

○ Register all new students and maintain registration records on all current

students.

○ Conduct student registration meetings to develop course requests for master

scheduling.

○ Ensure that all students have completed the expected coursework upon

enrollment and that current students are progressing along the expected

course trajectory.

○ Communicate with new families if their child requires additional coursework

prior to being admitted to Boca Prep.

○ Maintain all student academic records/cumulative folders.

○ Prepare and distribute progress reports and report cards to families by

specified dates.

○ Process transcripts upon request.

○ Complete school transfer and withdrawal requests.

○ Other duties as assigned.

Qualifications

● Bachelor's degree in school counseling, psychology, guidance, education, or a related

field. Master's degree preferred.

● Three years of successful school counseling experience in an independent school

setting. IB experience preferred.

● A high degree of professionalism, collegiality, and personal conduct both in and

outside of school.

● Effective collaborator with the ability to thrive in a one-person counseling team.

● Proficiency with educational software and technology, including knowledge of

Google Suite.

● Demonstrates a genuine interest in actively participating in the wider Boca Prep

community beyond regular school hours.

● Big-picture thinker with a keen eye for detail.

● Ability, willingness, and judgment to interact and communicate effectively and

positively with all constituents in a school environment.

● Comfortable with ambiguity and change inherent in a school environment;

willingness to adapt and pivot as needed.

● Exhibits a high level of professionalism, respectful collaboration, and exemplary

personal behavior both on and off campus.

● Possesses the discretion, communication skills, and interpersonal awareness to

engage positively with all members of the school community.

● Capable of navigating the dynamic nature of a school setting with flexibility and a

readiness to adjust as circumstances evolve.

● Shows passion and dedication to supporting the School’s mission and vision.

● Commitment to continuous professional growth and development.

● Willingness to be involved in the life of the school.

● Proficiency in the Google Suite (Docs, Sheets, Drive, etc.) is required.

● Excellent verbal, written, and presentation communication skills.

● Preferred: Bilingual or multilingual abilities.

The compensation package includes a full range of employee benefits.

Boca Prep provides a

competitive salary aligned with an individual’s experience and qualifications. Qualified

candidates should send a resume/CV, a letter of interest, and salary expectations to Chuck

Maddox, Head of School:

Starting Salary:  $70,000 - $80,000 /year based on experience

Environment:  Special Education Program, Middle/High School

Availability:  2 School Year

ChanceLight Behavioral Health, Therapy, & Education, a rapidly growing organization with a social mission to offer hope, is seeking a School Nurse to join our award-winning Special Education team for the 2026-2027 School Year and perform meaningful work in a culture that welcomes innovation, encourages creative expression, and offers limitless potential for personal and professional satisfaction!

If you're passionate about promoting student health and wellness, thrive in a dynamic educational environment, and take pride in building trusting relationships with students, families, and staff — We Should Talk!

As a School Nurse, you'll leverage your nursing expertise to support students' academic, social, behavioral, and emotional success. Collaborating closely with families, educators, administrators, and community health professionals, you'll help create safe, nurturing, and healthy learning environments that bridge home, school, and community relationships.

‖ Responsibilities Include:

• 
  
• Ensuring the immediate health and safety of students and staff, promptly coordinating external medical care when necessary.
  
• Maintaining well-stocked first aid supplies and equipment to respond efficiently to daily health needs.
  
• Preparing and regularly updating disaster preparedness supplies, ensuring readiness to manage health crises or emergency situations effectively.
  
• Administering appropriate minor treatments promptly, ensuring that medical assistance is accessible to students and staff as required.
  
• Monitoring and recording student illnesses and injuries, accurately documenting frequency, origin, duration, and analyzing health trends.
  
• Documenting all student medical interactions, including treatments, medications, and immunization records, in compliance with medical standards and confidentiality guidelines.
  
• Assisting students requiring diapering or personal care, using appropriate sanitary measures and adhering strictly to safety guidelines.
  
• Communicating with physicians, counselors, and families about students’ medication routines and observed behaviors to support informed healthcare decisions.
  
• Reporting immediately to appropriate personnel any situations where the health, safety, or welfare of students is at risk.
  
• Administering medications and medical care within the guidelines established by state licensure regulations and nursing practice standards.
  
• Providing comprehensive in-service training and orientation to new hires, covering essential medical procedures and health-related protocols.
  
• Participating proactively in meetings, professional development sessions, and training opportunities to remain updated on best practices and enhance professional competencies.
  
• Building and maintaining positive, collaborative relationships with local healthcare providers, agencies, and community partners.
  
• Performing additional responsibilities and tasks as assigned, contributing to the overall health, wellness, and success of the school community.
  

‖ Qualifications Required:

• 
  
• Associates degree or higher in nursing or a closely related field of study.
  
• Bachelor's degree or higher in nursing or a closely related field of study preferred.
  
• Licensed currently or in the process of obtaining a licensed practical nurse (LPN) credential.
  
• Licensed currently or in the process of obtaining a registered nurse (RN) credential preferred.
  
• Prior experience working in a school and/or education program setting preferred.
  
• Ability to obtain and maintain certification in company approved crisis management training and intervention techniques.
  
• Highly skilled in working with children with learning disabilities, emotional behavioral disorders, autism spectrum disorders and/or other related disabilities.
  
• Proficient in defining problems, collecting data, establishing facts, drawing valid conclusions, and writing detailed reports. 
  
• Advanced oral and written communication, organization, conflict resolution, multitasking, problem solving, and decision-making ability.
  
• Ability to effectively present information and respond to questions from groups of staff members, students, parents, and the public.
  
• Well-versed in the use of relevant technology including experience with computers, Microsoft Office Suite, database entry and basic office equipment.
  

ChanceLight Behavioral Health, Therapy, & Education is the nation’s leading provider of alternative and special education programs for children and young adults. For more than 50 years, and in partnership with over 235 school districts nationwide, we have helped change the direction of more than 240,000 student lives!

• 
  
• ChanceLight we believe in providing more than just a job, as a member of our team you'll receive the opportunity to make meaningful impacts, the support needed to achieve success, and all the tools essential to reaching your personal & professional fulfillment!  Your path to a truly rewarding career starts here – where growth, empowerment, and collaboration define our culture; and every day is a Chance to transform lives through education!
  
  

  ‖ Perks and Benefits Include:

  
  
  • 
    
  • Comprehensive Medical, Dental and Vision Plans
    
  • FREE Telehealth and Virtual Counseling Sessions
    
  • FREE Health Advocacy Services and 24/7 Nurse Line
    
  • Company Paid Life & Disability Insurance
    
  • Company Paid Employee Assistance Program
    
  • Flexible Spending and Health Savings Accounts
    
  • Personal Protection Insurance Plans
    
  • Cigna Healthy Pregnancies, Healthy Babies Program
    
  • Legal Services Insurance 
    
  • Pet Health Insurance
    
  • Accrual-based Paid Time Off 
    
  • School Hours and Paid Holiday Schedule
    
  • Extensive Personal and Life Event Paid Leave Policy
    
  • 401k Retirement Saving Plan
    
  • Perks at Work Employee Discount Program
    
  • Opportunities for Growth & Development
    
  • And So Much More!
    
  
  

  If you're ready to start making lasting impacts on the lives of students and contribute to the creation of a brighter future — This Is Your Chance!

  
  

  Join us and together, we can empower students to overcome challenges, build confidence and unlock their full potential!

  
  Careers, With ChanceLight Work. With Purpose.
  
  

  Copyright © 2026 ChanceLight Behavioral Health, Therapy, & Education, a ChanceLight® company  *Benefit plans and eligibility requirements may vary based on role and employment status. 

  EducationRequired
  • Associates or better in Related Field of Study
  Preferred
  • Bachelors or better in Nursing or related field
  Licenses & CertificationsRequired
  • Nurse - LPN
  • Crisis Prevention Inst
  Preferred
  • Nurse - RN
  SkillsPreferred
  • Behavioral Disorders
  • Learning Disabilities
  • Working With At-Risk Students
  • Computer Skills
  • Special Education
  • Middle School Education
  • High School Education
  • Health and Nursing Svcs
  • Quality Assurance & Compliance
  • Record Keeping & Reporting
  • Childcare
  • Emergency Management
  • Emotional Disturbance
  • Autism
  • Intellect Dis Mod to Sev
  • Decision Making
  • Attention to Detail
  • Communication
  • Interdepartmental Collaboration
  • Interpersonal Skills
  • Treatment Planning
  BehaviorsPreferred
  • Detail Oriented: Capable of carrying out a given task with all details necessary to get the task done well
  • Functional Expert: Considered a thought leader on a subject
  MotivationsPreferred
  • Ability to Make an Impact: Inspired to perform well by the ability to contribute to the success of a project or the organization

  Equal Opportunity Employer
  
  This employer is required to notify all applicants of their rights pursuant to federal employment laws.
  For further information, please review the Know Your Rights notice from the Department of Labor.

Come care with us at West Coast University! As a Nursing Faculty member for a certified Great Place to Work, you will guide nursing students to do more than change their own lives – you will help change the lives of every patient they treat throughout their career in healthcare.  At West Coast University you will have the opportunity to share your success story with the next generation of nurses as a key member of our student-centered, innovative community!

You will make an impact by:  

• Serving as a mentor, role model and facilitator who provides guidance and academic support for students.
• Demonstrating enthusiasm for teaching, the teaching/learning process and for individual students.
• Applying your skills and experience to your assigned teaching schedule.
• Participating in and contributing to assessment activities of courses/curriculum and programs via a continuous improvement plan set forth by the University.
• Regularly contributing to improvement of class materials and syllabi within prescribed shared governance culture.
• Utilizing a variety of teaching methodologies to instruct students, always with intent to facilitate observable evidence of student fulfillment of prescribed learning outcomes.
• Maintaining scholarly activities.
• Participating in professional growth and service in accordance with university policies.
• Advancing our commitment and focus on the students we serve, and their success as healthcare professionals.
• Fully leveraging our innovative technologies and resources, such as our Simulation and Innovation Labs.
• *If working with students in a Clinical setting you will:
  • Assume complete responsibility for students in clinical facilities.
  • Clarify clinical expectations with students.
  • Clarify student placement and expectations with clinical facility staff.
  • Utilize care planning time to direct students to available resources needed for clinical preparation.
  • Assess student knowledge and skill level to ensure safety and optimal care to patients.
  • Utilize pre- and post- conference to allow students an opportunity to share learned experiences, ensuring clarity of the correlation between  weekly theory content with clinical objectives and experiences.
  • Provide feedback of clinical performance immediately after observation of event and of overall performance at midterm and end of semester.

Your Experience Includes:  

• Working knowledge of Microsoft Office Suite Products, especially Outlook, Word, PowerPoint and other MS office products as needed.
• Working with online learning management systems to further engage the student learning process.
• Compliance with state, federal and local laws/regulations relating to programs, governmental compliance, and other regulatory standards such as state Board of Nursing.
• Clinical RN - Must have a minimum of two (2) year’s prior experience as a registered nurse providing direct patient care and have a minimum of one year experience in the field in which they teach.

Education: Education and experience must align with state regulations and comply with the rules and regulations of state authorization agencies.

• Master’s degree in nursing
• Professional nurse licensure required.

#HEJ

Do you want a career that allows you to make a difference in other people’s lives? Discover what it means to truly believe in the work that you do at West Coast University.

At West Coast University, we have the privilege of educating students seeking careers in healthcare and guide them through their transformational journey from student to caregiver. Our associates are united behind that purpose and share a deep commitment to our values of teamwork, collegiality, transparency, and a student-centric approach to all we do. This focus creates an aligned, nimble, and consensus-driven culture that is solution-oriented and supports our associates’ professional growth.

West Coast University is proud to be an equal opportunity employer. We embrace diversity and are dedicated to creating an inclusive environment for all associates.