Role Description The virtual program instructional paraprofessional supports students who are virtually learning while working onsite in the school setting. These positions will work with several virtual program teachers to help support students in their virtual learning programs. Qualifications - High School Diploma or General Education Degree (GED) equivalent. - General computer skills required. - Experience in a school setting is preferred. - Experience in a virtual setting is preferred. - Experience with Microsoft Teams and/or Seesaw is preferred. - Experience working with school-aged learners is preferred. Requirements - Under supervision, works with virtual learners with online lessons using various platforms as directed by administration. - Develops positive, effective working relationships with learners and staff. - Supports school administration to provide additional interventions for learners. - Supports routine classroom operation, daily activities, and assignments. - Provides information to learners, staff, and administration by answering questions and requests. - Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity. - Enforces school and classroom rules to help instill appropriate behaviors for learners. - Utilizes technological tools to communicate and to record and report data. - Accepts and responds to constructive coaching feedback. - Partners with staff to resolve potential controversy and conflict through respectful discussion. - Proactively seeks to understand the ideas, opinions, and skills of others. - Demonstrates understanding of learner's needs and goals, is courteous, respectful, and fair. - Understands the complexities of cultural and global issues and how they relate to employee and learners' experiences. - Connects with team members and shares ideas in an effort to improve the overall learner and employee experience. - Adheres to confidentiality of all learners and adheres to ethical responsibilities set by the school district. - Reasons, interprets, and analyzes information to generate new knowledge and understanding. - Identifies, integrates, and utilizes appropriate technological tools into work production. - Maintains and acquires technical knowledge by attending required trainings and passing competency assessments. - Assists learners and staff with technological tools. - Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities. - Maintains composure while dealing with stressful situations. - Proactively seeks out resolutions and takes initiative to resolve knowledge gaps. - Provides assistance to problem-solving and troubleshoots technology concerns for learners in virtual programs. - Operates copy machine and produces copies as needed for teachers and administrative staff. - Enforces school and classroom rules to teach learners appropriate behaviors. - Prompts safe and socially acceptable replacement behaviors to build a repertoire of communication, social interaction, and problem-solving skills. - Supervises learners in class, between classes, during lunch and breaktime. - Performs duties in an organized, punctual manner. - Keeps appropriate confidentiality regulations in place along with an awareness of district requirements and school board policies. - Consistently regulates behavior management of learners. Benefits - Starting salary begins at $17.50-$20.25/hour, based on experience. - Position follows the Classified Salary Schedule 2026-2027 at A125. - Ongoing 182-day position following academic calendar. - Schedule: Mon-Fri (Approx. 6 hrs./day).

Role Description Plans and provides for appropriate learning experiences for students in a virtual classroom. - Ability to work with multiple virtual platforms, including, but not limited to, Canvas and Edmentum. - Monitors and evaluates student progress and outcomes through virtual learning platforms. - Communicates and interacts with students, parents, staff, and community. - Willingness to teach classes in other contents. - Develops, selects, and modifies instructional plans and materials to meet the needs of all students in a virtual setting. - Provides a structured atmosphere designed to promote learning in a virtual setting. - Strives to maintain and improve professional competence. - Maintains appropriate records and follows required procedures and practices. - Monitors appropriate use and care of equipment, materials, and facilities. - Maintains regular, on-time attendance. - Serves on special committees. - Other duties as prescribed by Maryland State Law, Board of Education policy, Negotiated Agreement and Building Principal. - Assists students in developing critical-thinking abilities by gaining an understanding of the content’s concepts. Qualifications - Bachelor’s degree or higher and meets licensure requirements as established by the Maryland State Department of Education. - Other experience as established by Maryland Law and Board of Education policy. - Knowledge of subject matter and appropriate instructional methodologies. - Evidence of exemplary human relation skills. - Evidence of exemplary organizational and planning skills. - Evidence of ability to work effectively with students, parents, and staff. Requirements - The environmental factors and/or physical requirements of this position include the following: - Ordinary ambulatory skills sufficient to visit other locations. - Ability to stand, walk, stoop, kneel, crouch, and manipulate (lift, carry, move) light to medium weights of 10-50 pounds. - Good hand-eye coordination, arm, hand and finger dexterity, including ability to grasp, and visual acuity to use a keyboard. - Frequently required to sit, reach with hands and arms, talk and hear. Company Description Charles County Public Schools reserves the right to re-advertise and modify the content of vacancy announcements at any time; however, this may be the only notice for this position during the noted advertisement period. The Charles County public school system does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, gender identity, age or disability in its programs, activities or employment practices. For inquiries, please contact Dr. Michael Blanchard, Title IX/ADA/Section 504 Coordinator (students) or Nikial M. Majors, Title IX/ADA/Section 504 coordinator (employees/adults), at Charles County Public Schools, Jesse L. Starkey Administration Building, P.O. Box 2770, La Plata, MD 20646; 301-932-6610/301-870-3814. For special accommodations call 301-934-7230 or TDD 1-800-735-2258 two weeks prior to the event.

Role Description The ELL Coordinator provides leadership and oversight for the English Language Learner (ELL) program to ensure multilingual learners receive high-quality instructional support and equitable access to academic success. This position oversees compliance, instructional programming, assessment coordination, staff development, and family engagement for English learners. Essential Duties and Responsibilities - Program Leadership & Compliance - Coordinate and manage all aspects of the ELL program. - Ensure compliance with federal, state, and local regulations related to multilingual learners. - Maintain accurate student records, language proficiency data, and reporting requirements. - Monitor student placement, progress, reclassification, and exit procedures. - Support development and implementation of language acquisition plans and instructional models. - Instructional Support - Collaborate with teachers and administrators to support effective instructional practices for English learners. - Provide coaching and resources related to language acquisition and culturally responsive teaching. - Assist with curriculum adaptation and differentiated instruction strategies. - Analyze student achievement and language proficiency data to improve outcomes. - Deliver direct English language instruction. - Support teachers in implementing sheltered instruction and language development strategies. - Assessment & Data Management - Coordinate language proficiency assessments and required state testing. - Monitor testing accommodations and compliance procedures. - Prepare reports and maintain documentation for district and state requirements. - Use data to evaluate program effectiveness and identify areas for improvement. Qualifications - Bachelor’s degree in Education - Valid teaching certification - ESL/ELL endorsement or certification - Minimum of three (3) years of experience working with English learners - Strong knowledge of language acquisition and ELL instructional practices - Excellent communication, organization, and collaboration skills Preferred Qualifications - Master’s degree in Education, TESOL, Educational Leadership, or related field - Previous experience coordinating ELL programs - Bilingual or multilingual proficiency preferred - Experience with educational data systems and compliance reporting Skills & Competencies - Leadership and team collaboration - Cultural responsiveness and equity-focused practices - Data analysis and problem-solving - Training and presentation skills - Strong written and verbal communication - Ability to manage multiple priorities effectively Compensation & Benefits - Competitive salary based on education and experience - Health, dental, and vision insurance - Retirement benefits - Paid time off and holidays - Professional development opportunities

Role Description Working from a home office in Utah, the K-5 Literacy Coach will be responsible for the coordination of the reading program. This position is a full-time, 10-month position. - Provide consistent and frequent job-embedded professional learning aligned to teacher and student needs through ongoing coaching cycles, pre-planning, data collection, classroom support, and reflective conversations. - Engage educators in ongoing instructional coaching cycles, including goal setting, observation, modeling, co-teaching, feedback, reflection, and action planning to strengthen literacy instruction and educator capacity. - Develop and maintain confidential, positive, and collegial relationships with teachers while providing appropriate non-evaluative feedback. - Develop and deepen own content knowledge of literacy theory and the Science of Reading through participation in professional development. - Design, facilitate, and evaluate relevant, cohesive professional learning sessions based on principles of adult learning to strengthen educator implementation of evidence-based literacy practices and support PLC work and school-wide literacy initiatives. - Coordinate and oversee the administration of Acadience Reading, NWEA MAP, and other diagnostic assessments, ensuring scoring accuracy and inter-rater reliability. - Support educators, administration, and staff in analyzing and interpreting literacy data to inform instructional adjustments, evaluate effectiveness, and refine school-wide literacy instruction. - Partner with school administration to align coaching work with the School Improvement Plan (SIP), Strategic Plan, and statewide literacy goals. - Lead the school literacy committee and support MTSS teams in developing, implementing, and monitoring Individualized Reading Plans (IRPs), ensuring literacy interventions are evidence-based, data-driven, and aligned to individual student needs. - Maintain coaching records and documentation using school-approved tools. - Collaborate with school staff to ensure school-level instructional practices and supports are aligned with state standards. - Model professional and ethical standards and adhere to the Utah Professional Practices Advisory Commission (UPPAC) standards. - Maintain records and confidentiality of all student information in secure locations. - The K-5 Literacy Coach is not a school administrator and does not evaluate or supervise employees. - Other duties as assigned. Qualifications - Requires a valid Utah Professional Educator License in one of the following: Elementary; Early Childhood Education; or Special Education (K-12). - Requires completion of LETRS training or equivalent. - Requires a professional Instructional Coaching endorsement or willingness to obtain within 2 years of hire. - A master's degree or higher in education or related field is preferred. - Requires a minimum of three (3) or more years of successful experience as an elementary-level classroom teacher; five (5) or more years is preferred.