field_job_occupational_field_parents_all

field_job_employment_type

job_organization_name

city

state

<h3>Job Description</h3>
Job DescriptionDescription:
Zepf Center has been serving the Lucas County community for over 50 years. We are the leading provider of behavioral health and substance use disorder services in Northwest Ohio. Services include adult and child psychiatric, substance abuse, case management, residential, Crisis Care, and therapy programs, as well as career development and wellness services. Zepf Center also offers primary care medical services to our patients to contribute to their continuum of care. Zepf Center is a trauma-informed agency and environment for both patients and staff.
General Summary:
The Certified Peer Supporter serves as a role model and advocate for individuals experiencing mental health and/or co-occurring substance use disorders. Utilizing personal lived experiences in recovery, the specialist provides mentorship, facilitates recovery-based interventions, and assists individuals in navigating available services. This role focuses on empowering individuals, promoting self-determination, and providing education on recovery resources, including community-based programs and support networks. This position operates in accordance with Rule 5122-29-15 and Rule 5122-29-15.1, which define peer support services and the certification requirements for adult, family, and youth peer supporters.
 
Work hours vary based on the department the CPS works in.
Essential Duties and Responsibilities:
This position will provide a variety of the 14 elements Peer Services outlined below:
 
1. Ongoing exploration of recovery, resiliency, and wellness needs:
<ul>
<li>Assist individuals to identify healthy steps they will take to assist in their recovery including safety plans, self-care plans and recovery support groups</li>
<li>Facilitate group and individual interventions that help individuals plan for their recovery</li>
</ul>
2. Supporting individuals and their caregivers and families in achieving goals through increased knowledge, skills and connection as identified by the individual or family:
<ul>
<li>Educating individuals on available services, including peer support programs, advanced directives, living wills, and client rights processes.</li>
<li>Promote coordination and linkage among other providers (communities of recovery, educational, vocational, social, cultural, spiritual resources, mutual self- help groups, professional services, etc.)</li>
<li>Provide individual recovery interventions that assist the individual function at the highest level possible in the home, community, workplace and school</li>
</ul>
3. Encouraging Hope:
<ul>
<li>Inspire and encourage hope through developing trust and rapport with individuals in or seeking recovery</li>
<li>Provide vision-driven hope and encouragement for opportunities at varying levels of involvement in community-based activities (e.g., work, school, relationships, physical activity, self-directed hobbies, etc.)</li>
<li>Provide a model for both people in recovery, family members and staff by demonstrating that recovery is possible through clinical treatment and recovery supports</li>
</ul>
4. Support the development of life skills:
<ul>
<li>Provide skill development interventions that help the individual in such areas of healthy eating, healthy activities, building effective relationships, employment survival skills,</li>
<li>Facilitate peer-led support groups that provide support and empowerment</li>
</ul>
5. Developing and working toward achievement of individualized recovery, resiliency, and wellness goals;
<ul>
<li>Assists individuals in identifying personal recovery goals and developing plans to achieve them.</li>
<li>Provide recovery education to individuals for every phase of the recovery journey from engagement, recovery planning, recovery treatment, recovery stabilization, and sustained recovery maintenance.</li>
<li>Assist individuals in recovery in developing their own plan for advancing their recovery and improving functioning in the home, community, workplace and/or school. Teach and coach skills to navigate systems effectively and efficiently utilize services</li>
</ul>
6. Modeling personal responsibility for resiliency, recovery and wellness;
<ul>
<li>Demonstrates healthy recovery behaviors that roles models growth and change</li>
</ul>
7. Teaching and coaching skills to effectively navigate systems to effectively and efficiently utilize services;
<ul>
<li>This includes being a mentor and role model for individuals in recovery, offering guidance and support through personal lived experiences (when appropriate).</li>
<li>Provide recovery education to individuals for every phase of the recovery journey from engagement, recovery planning, recovery treatment, recovery stabilization, and sustained recovery maintenance</li>
<li>Provides support with applications for supplemental programs such as Medicaid, Food Stamps, Housing, vocational rehabilitation, food pantries and other similar services</li>
</ul>
8. Addressing skills or behaviors, through processes that assist an individual, caregiver, or family in eliminating barriers to achieving or maintaining recovery, resiliency, and wellness;
<ul>
<li>May co-facilitate groups that focus on recovery and skill building activities (SUD, WMR, WHAM, NEWR etc.)</li>
</ul>
9. Assisting with accessing and developing natural support systems;
<ul>
<li>Promote self-advocacy by assisting individuals in expressing their voice, needs, goals and objectives.</li>
<li>Provide ongoing exploration of recovery, resiliency and wellness needs</li>
</ul>
10. Promoting coordination and linkage among providers;
<ul>
<li>Aids individuals in completing required forms and navigating healthcare and social service systems.</li>
<li>Maintain contact by phone and/or e-mail with recovering person after they leave the program to ensure their ongoing success and to provide re-engagement support in partnership with others in the agency if needed. Long-term engagement, support, and encouragement.</li>
</ul>
11. Coordinating or assisting in crisis interventions and stabilization;
<ul>
<li>Coordinate or assist in crisis interventions and stabilization</li>
<li>Engage with medical professionals, client rights officers, and other staff to facilitate problem-solving and advocate for individuals as they engage in crisis services.</li>
</ul>
12. Conducting outreach and community education;
<ul>
<li>Uses assertive outreach techniques to engage individuals into agency services at the courts, hospital, shelters, and other community organizations</li>
<li>Represents the organization at community meetings, technical assistance calls, and stakeholder presentations, providing information on peer recovery support services. Provides training on peer recovery service delivery for staff, interns, and program participants.</li>
</ul>
13. Attending and participating in team decision making or specific treatment team; or,
<ul>
<li>Collaborates with treatment teams (with consent) to support intake, discharge planning, and ongoing recovery efforts.</li>
<li>Participates in the integrated team meetings</li>
</ul>
14. Assisting individuals, caregivers, or families in the development of empowerment skills through advocacy and activities that mitigate discrimination and inspire hope.
<ul>
<li>Acts as a liaison between individuals in recovery and service providers, ensuring effective communication and problem resolution</li>
</ul>
 
Other vital duties:
15. Ensure compliance with Ohio Law and Licensing requirements by maintaining proper documentation, reporting, and adherence to ethical standards in peer support services.
16. Documents all activities and interactions as directed by the supervisor.
 
Specific/Individual Competencies:
<ul>
<li>Strong communication and active listening skills.</li>
<li>Must have computer skills needed to document service interventions</li>
<li>Must have the ability to use electronic health records</li>
<li>Ability to establish trust and build positive relationships with individuals in recovery.</li>
<li>Understanding of mental health and substance use disorder recovery principles.</li>
<li>Ability to work both independently and as part of a team.</li>
<li>Strong organizational skills and attention to detail.</li>
<li>Ability to maintain professional boundaries and confidentiality.</li>
<li>Demonstrates cultural competence and sensitivity to diverse populations.</li>
<li>Maintenance of at least one CPS certification in Ohio</li>
</ul>
 
Organizational Competencies:
<ul>
<li>Demonstrate knowledge of the agency mission, vision, goals and philosophy as well as the policies and procedures.</li>
<li>Strives for high client satisfaction by providing leadership and/or assistance to coworkers and clients through the integrated care process.</li>
<li>Demonstrate consistent professionalism.</li>
<li>Demonstrate teamwork.</li>
<li>Abide by the agencies and/or professional code of ethics.</li>
<li>Strives to improve own and agency operations. </li>
</ul>
Requirements:
Position Qualifications:
<ul>
<li>Must be an individual with lived experience in mental health and/or co-occurring substance use disorder recovery.</li>
<li>Must meet state requirements for Certified Peer Recovery Supporter, including:</li>
<li>Registration through OhioMHAS as a Certified Ohio Peer Recovery Supporter.</li>
<li>Completion of 16-hour online OhioMHAS E-Based Academy Course.</li>
<li>Completion of a minimum of 40 hours of peer service delivery training or three years of formal experience in peer service delivery.</li>
<li>Successful passage of the OhioMHAS Certified Peer Recovery Supporter exam.</li>
<li>High School Diploma</li>
<li>Specialty designation in mental health and/or substance use disorder based on personal recovery experience.</li>
<li>Must adhere to HIPAA and confidentiality regulations.</li>
<li>Must adhere to Ohio Law/Licensing board requirements for certification and service delivery standards</li>
</ul>
 
Those eligible to drive company vehicles must have a valid driver's license and be eligible for coverage as defined by the agency commercial insurance carrier. Those who drive personal vehicles in the course of business must be able to provide proof of insurance.

Certified Peer Recovery Supporter - Peer Bridger

<h3>Job Description</h3>
Job DescriptionDescription:
Job Description:
We provide system development and full spectrum IT support services U.S. Federal client in DC Metro Area. The project needs a System Administrator to manage physical and virtual servers in multiple environments. Conduct standard system administration activities to keep the servers and running, patched, and backed-up. Lead in adding new servers when needed and obtaining new firewall rules if needed for new connections. Assist in application installation, configuration, and management.
 
Job Responsibilities:
· Conduct system administration activities on all the servers in all the environments to keep them up and available. Keep all servers up to date on all OS patches.
· Manage backup and restore capabilities.
· Perform daily monitoring of the servers, performance tuning, and verifying health of the servers.
· Monitor State iPost scores and actions needed to keep the servers patched at required levels. This is a contractual SLA for maintaining iPost scores.
· Manage development network and VPN software
· Provide Tier-2 support for system users.
· Support Security A&amp;A process to maintain the system’s Authority to Operate (ATO). Implement all required security controls based on NIST 800-53 controls and DoS specific requirements
· Assist in performing application installation, configuration and management – – know what’s on your servers
 
Disclaimer "The responsibilities and duties outlined in this job description are intended to describe the general nature and level of work performed by employees within this role. However, they are not exhaustive and may be subject to change or modification at any time to meet the evolving needs of the organization.Requirements:
Minimum Mandatory Requirements:
• 3 – 5 years experience with Windows system administration
• Experience managing virtual servers, using software like VMware and pfSense
• Experience with backing up and restoring production servers
• Experience with system to system communications
• Experience with development networks – physical servers and networking
• Experience providing Tier-2 user support
 
Preferred Skills
• Experience with Federal A&amp;A processes and security requirements
• Experience managing IIS
• Experience managing applications like Azure DevOps,
• Experience with using Splunk
• Good oral and written communications skills
 
Desired Education
• Education Requirement with specific field of study:
• B.S. degree in an IT related field preferred
 
Clearance requirements:
"Candidates must be able to obtain and maintain a Top Secret DoD security clearance. An active clearance is preferred; however, an Interim clearance is acceptable for starting the position."
 
Work Schedule:
This position requires a hybrid work schedule, currently with two days per week onsite. Onsite requirements are subject to change at the discretion of our U.S. Government client."

Systems Administrator

<h3>Job Description</h3>
Job DescriptionDescription:
 
Job Category: School Year – Salaried Professional Employees 
Classification: FTE 1.0
Job Location: Onsite
Starting Salary: $46,200 - $76,800+, plus a sign-on stipend of $2,000 prorated based on start date. Additional lanes may be applied based on the position. 
Reports To: Director of Teaching &amp; Learning 
 
Position Summary
 
HCPA is a Title I Charter School that serves students through a school-wide plan for instruction that is focused on the needs of at-risk students. The Elementary Math Intervention Specialist is responsible for delivering academic interventions to students as part of a school-wide MTSS (Multi-Tiered System of Support). The Intervention Teacher works closely with classroom teachers to conduct universal screening, diagnostic, and progress monitoring assessments in order to effectively design and implement researched-based Tier 2 and Tier 3 interventions with students of academic need. They motivate students to develop skills, attitudes and knowledge needed to provide a solid foundation for further education. 
 
Responsibilities
 
<ul>
<li>Plan and implement academic interventions with students based on screening and diagnostic assessment data.</li>
<li>Conduct progress monitoring assessments with students to measure the effectiveness of the intervention.</li>
<li>Utilize ongoing data to adjust, modify, or intensify the intervention with students.</li>
<li>Assist with the execution of universal school-wide screening assessments three times per year. </li>
<li>Collaborate closely with other Intervention Specialists and classroom/ELL educators, sharing data to best implement effective interventions with students. </li>
<li>Perform classroom management duties; enforce rules governing the conduct of students; take appropriate disciplinary action with students when necessary.</li>
<li>Promote a learning environment that is welcoming, respectful, friendly and academically challenging.</li>
<li>Connect with families via phone calls, emails, conferences and school events</li>
<li>Foster a social environment with students to develop trust, respect, friendships and self-discovery </li>
<li>Participate in professional development meetings and professional learning communities providing student work when requested.</li>
<li>Participate in ongoing professional development in order stay up-to-date on relevant research and instructional strategies; implement new learning in the classroom following professional development.</li>
<li>Develop and work on new learning based self-assessment, input from teacher leaders and director of teaching and learning. </li>
<li>Continuously seek opportunities to grow and learn as a professional.</li>
<li>Supervise student activities, which may include:</li>
</ul>
o Bus duty – assist with walking students to the busses at the end of the day
o Breakfast and/or lunch duty – assist with monitoring based on a rotational schedule
<ul>
<li>Other related duties as assigned.</li>
</ul>
Accountabilities
<ul>
<li>Adhere to MN Teachers Code of Conduct</li>
<li>Support school goals and objectives consistent with the vision, mission, and values of HCPA.</li>
<li>Participate in creating a culture of excellence, teamwork and collaboration amongst the staff, teachers, students, and families; a culture that is positive, open to the views of others, and uses social skills to resolve conflicts.</li>
<li>Establish and maintain effective and cooperative relationships with students, parents, teachers, and other school staff.</li>
<li>Respond appropriately and promptly to parent, student, and staff member needs.</li>
<li> Maintain strict confidentiality regarding students and the educational setting.</li>
</ul>
Engagement Activities 
 
Volunteer activities
3 HCPA volunteer activities are required. These events take place outside of the traditional school day. Staff may select the activities that fit best with their interests and student grade level. These activities may include open houses, school dances, prom, concerts, etc. 
 
Required activities:
<ul>
<li>Grade Level Parent Meetings </li>
<li>Fall and Spring Parent /Teacher Conferences </li>
<li>HCPA Graduation </li>
</ul>
Misc. Committees
There are many additional opportunities for members of the HCPA teaching staff to engage with the community and personally expand their skills. Participation in these committees is highly encouraged. 
Requirements:
 
Required Qualifications
<ul>
<li>Current MN teaching license </li>
<li>BA or MA in education related field, or equivalent experience may be considered. </li>
<li>Knowledge and understanding of the rigor, depth, and complexity of the Minnesota state content standards/Common Core standards across grade levels.</li>
<li>Proven proficiency in instruction.</li>
<li>Aptitude in analyzing and organizing data to identify areas of strength and academic need.</li>
<li>Aptitude in utilizing student data to drive instruction.</li>
<li>Strong skills in classroom/small group presentation and management.</li>
<li>Knowledge of research and trends in teaching and student learning.</li>
<li>Ability to utilize computer and multimedia technology as appropriate.</li>
<li>Knowledge of teaching and learning strategies to meet a wide range of student needs and abilities.</li>
<li>Knowledge of multicultural, gender and disability fair curriculum concepts.</li>
<li>Ability to adapt instructional routines, activities, and scaffolding to diverse student populations</li>
<li>Ability to plan and implement lessons based on district and school goals and objectives.</li>
<li>Ability to continuously strive and set goals for personal professional growth and development.</li>
<li>Strong interpersonal skills - the ability to work effectively with students, parents, district staff and community members from diverse backgrounds.</li>
<li>Ability to communicate effectively, both verbally and in writing.</li>
<li>Excellent organizational and time management skills; ability to multi-task.</li>
<li>Knowledge of the programs, functions, and procedures of a school setting.</li>
<li>Ability to remain calm in emergency and stressful situations.</li>
<li>Ability to exercise initiative and sound and effective judgment within established guidelines.</li>
</ul>
Preferred Qualifications
<ul>
<li>Experience working with children of diverse ethnic backgrounds in an urban school setting</li>
<li>Preferred 3+ years of teaching experience</li>
<li>Knowledge of and experience working with research-based intervention programs and assessments within a school MTSS (Multi-Tiered System of Support)</li>
<li>For Intervention Specialists who will be supporting literacy, possession of is K-12 Minnesota Reading license preferred. Additionally, there is a strong preference for candidates trained in LETRS (Language Essentials for Teachers of Reading and Spelling) or those who have in experience with structured literacy and systematic, explicit instruction based in the science of reading in the areas of phonological awareness, phonics, vocabulary, reading comprehension, writing, language comprehension.</li>
</ul>
Other Information
 
Transcript - Unofficial transcripts are accepted at the time of hire. You must submit official transcripts within 30 days of your start date. Formal credential evaluation is required for post-secondary education completed outside of the United States.
 
Work Environment/Conditions
<ul>
<li>Duties are normally performed in a school/classroom environment; school building is a multi-level building that has an elevator and is accessible.</li>
<li>Position requires extensive interaction with children of all ages.</li>
<li>Possible exposure to loud and noisy locations (e.g. loud classrooms or cafeterias; children speaking or laughing loudly).</li>
<li>Operate standard equipment (computer, fax machine, telephone, copier machines, etc.).</li>
<li>Fast-paced environment.</li>
<li>Requires frequent keyboarding which calls for repetitive motion and rapid eye movements, frequent use of the telephone.</li>
<li>Position requires the ability to sit for extended periods of time, ability to push, reach, or bend.</li>
<li>Work may require weekend and/or evening work and some travel may be required.</li>
</ul>
Teachers. Paraprofessionals and Teaching Assistants
 
Duties may occasionally be performed: 
<ul>
<li>on field trips away from school.</li>
<li>in outdoor environments, such as athletic fields or playgrounds.</li>
<li>in varying weather conditions, such as hot or cold weather.</li>
</ul>
For details on the benefits program go to: <a href="https://www.hcpak12.org/Page/136" target="_blank">https://www.hcpak12.org/Page/136</a>
To apply or check out other opportunities, go to <a href="https://www.hcpak12.org/careers" target="_blank">https://www.hcpak12.org/careers</a>
 
Equal Employment OpportunityHmong College Prep Academy District is an equal opportunity employer and supports an inclusive workplace environment.

Elementary Math Intervention Specialist

<h3>Job Description</h3>
Job DescriptionDescription:
Academic Support Assistants (ASA) provide academic and administrative support that is valuable to professors and students. From supporting the academic teaching lectures of the assigned professor to leading small class discussions to encouraging conversations via discussion boards, ASAs are able to provide a personalized experience in lecture settings. ASAs also gain hands-on experience in teaching by working closely with professors.
 
RESPONSIBILITIES
<ul>
<li>Assist faculty with such tasks as attendance, lectures, and breakout sessions</li>
<li>Observe other professor’s lectures and participate in Westcliff University professional development workshops offered by the Learning, Innovation, Teaching Excellence (LITE) Center</li>
<li>Assure the proper setup and cleaning of labs and enforce laboratory rules to maintain a safe and educational environment</li>
<li>Proctor examinations</li>
<li>Support grading in GAP (the university LMS)</li>
<li>Collaborate with assigned faculty regarding all aspects of assigned courses</li>
</ul>
SKILLS
<ul>
<li>Communicative - Someone with excellent oral and written communication skills.</li>
<li>Knowledgeable - Someone who is comfortable in the subject area of the assigned courses; Business, Technology &amp; Engineering, and Education.</li>
<li>Responsible - Someone that takes ownership for what they are assigned.</li>
<li>Hardworking - Someone who is punctual, organized, and task oriented.</li>
<li>Teamplayer - Someone who is collaborative, helpful, and resourceful.</li>
<li>Empathetic - Someone who can connect, inspire, and empower others.</li>
</ul>
 
Requirements:
MINIMUM ACADEMIC REQUIREMENTS
<ul>
<li>Completed bachelor’s degree in Technology, Engineering, Business, or Education preferred
<ul>
<li>Preferred candidate would be pursuing a masters or doctorate degree in Technology, Engineering, Business, or Education</li>
</ul>
</li>
<li>GPA should be 3.5 or higher in all coursework</li>
<li>Recommendation/Reference Letter</li>
</ul>
WORK ATTENDANCE
ASA course responsibilities begin at the start of the academic sessions and continue until the final grades have been turned in. ASAs are responsible for contacting and maintaining a collaborative relationship with the instructor during the entire course.
ASAs will provide support to professors and students and perform routine responsibilities both in and out of the classroom.
ASA’s are responsible for attending all onsite class meetings at the Irvine, CA campus.
 
Limitations and Disclaimer
The above job description is meant to describe the general nature and level of work being performed; it is not intended to be construed as an exhaustive list of all responsibilities, duties and skills required for the position. All job requirements are subject to possible modification to reasonably accommodate individuals with disabilities. Some requirements may exclude individuals who pose a direct threat or significant risk to the health and safety of themselves or other employees. This job description in no way states or implies that these are the only duties to be performed by the employee occupying this position. Employees will be required to follow any other job-related instructions and to perform other job-related duties requested by their supervisor in compliance with Federal and State Laws. Requirements are representative of minimum levels of knowledge, skills and/or abilities. To perform this job successfully, the employee must possess the abilities or aptitudes to perform each duty proficiently. Continued employment remains on an at-will basis, unless otherwise contractually bound.
Westcliff University is an Equal Opportunity Employer

Academic Support Assistant

<h3>Job Description</h3>
Job DescriptionDescription:
General Duties:
 
This position has remote capability.
 
Develop enterprise-grade software applications that run on the Amazon Web Services (AWS) platform and leverage AWS services to conduct worldwide scientific mission operations. Software encompasses both server-side processing and client-side (web) applications that operate within a virtualized Linux environment. Work will be conducted by small development teams carrying out an Agile (Scrum) development process and will leverage modern DevOps practices. 
Required Experience:
<ul>
<li>3+ years developing in Java</li>
<li>2+ years developing REST web services</li>
<li>2+ years developing database applications</li>
<li>2+ years developing in a Linux environment</li>
<li>1+ years using Git, Maven, Nexus and Jenkins</li>
</ul>
Desired Skills:
<ul>
<li>Experience with AWS Services such as EMR, Kinesis and DynamoDB</li>
<li>Experience with NoSQL databases such as HBase, MongoDB, ElasticSearch</li>
<li>Experience with the Spring Framework and usage of Spring Boot templates</li>
<li>Experience with JavaScript and open-source frameworks (e.g. React, Angular, Vue)</li>
<li>Comfortable with light scripting in Bash and/or Python</li>
<li>Education/Experience Level:</li>
<li>Bachelor’s Degree in computer science, computer engineering or related discipline</li>
<li>Certifications Required: None, but AWS certifications are highly desirable</li>
</ul>
Clearance: Can join Uncleared but be eligible for Secret / Top Secret
Benefits Offered:
 
Medical, Dental, Vision Insurance - 100% Company Paid Premiums 
STD, LTD, and Life Insurance - 100% Company paid 
401K – Automatic 10% company contribution; no matching required 
PTO - 4 weeks/year 
Holidays - 11 paid/year 
Birthdays off with pay 
Referral Bonuses – Upfront AND Annually Recurring 
Open Source Bonuses – Contribute to our Github projects 
Professional Development – Paid training, Certifications, and Enrichment 
 
ABOUT PHOENIX OPERATIONS GROUP:
 
Phoenix Operations Group is a high-end engineering services company dedicated to protecting and advancing our national cyber resources. As a small company, we rely on innovation to continually advance our employees' skills and provide game-changing solutions to our customers. 
 
Our technical competencies include Big Data analytics (batch and streaming), Cloud Computing infrastructure, multi-INT visualization, and enterprise architectures. We support operational missions (All-Source, Financial, CND) and serve as Product Owners for our open-source research initiatives.
 
Please visit us at <a href="http://www.phoenix-opsgroup.com" target="_blank">http://www.phoenix-opsgroup.com</a> for more information. 
 
Phoenix Operations Group is an Equal Opportunity Employer. Phoenix Operations Group does not discriminate based on race, religion, color, sex, gender, gender identity, sexual orientation, age, non-disqualifying physical or mental disability, national origin, veteran status, or any other basis covered by appropriate law. All employment is decided based on qualifications, merit, and business needs. 
Requirements:

Software Engineer - Clearance Required

<h3>Job Description</h3>
Job DescriptionDescription:
Loch Harbour Group is seeking a ServiceNow Software Architect to lead the design and development of new capabilities and major enhancements for a government client. The ideal candidate will provide architectural, interoperability, and product fit assessments to ensure system compatibility and best practices across multiple use cases. This role requires collaboration with task order architects, developers, and government stakeholders to drive integration and platform efficiency.
 
Key Responsibilities:
• Design and develop new capabilities or enhance existing ServiceNow software solutions.
• Provide architectural recommendations for project-specific use cases and overall platform strategy.
• Ensure system integration and compatibility across multiple platforms.
• Coordinate with platform architects, application developers, and government customers to implement best practices.
• Oversee project completion and ensure solutions align with business and mission objectives.
• Conduct feasibility analyses and provide implementation strategies for future projects.
Requirements:
 Minimum Requirements:
• 5+ years of experience as a ServiceNow Architect.
• ServiceNow Certified Technical Architect or ServiceNow Certified Master Architect certification.
• ITIL Certification (Information Technology Infrastructure Library).
• ICAgile Certified Professional (ICP) or Certified Scrum Master (CSM) certification.
• 2+ years of experience supporting the Department of Defense (DoD).
 
Required Qualifications:
<ul>
<li>U.S. Citizen</li>
<li>Active Secret Clearance</li>
<li>Must be able to pass a background check and obtain/maintain a DoD clearance.</li>
</ul>
Preferred Qualifications:
• Experience leading large-scale ServiceNow implementations for government clients.
• Expertise in IT Service Management (ITSM), IT Operations Management (ITOM), and IT Business Management (ITBM).
• Strong knowledge of ServiceNow platform capabilities, integrations, and best practices.
• Prior experience working in Agile and SAFe development environments.
 
Loch Harbour Group, Inc. is an Equal Opportunity Employer. We consider all qualified applicants for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, or veteran status

ServiceNow Software Architect

<h3>Job Description</h3>
Job DescriptionBuild to something to be proud of.
Captivation has built a reputation on providing customers exactly what is needed in a timely manner. Our team of engineers take pride in what they develop and constantly innovate to provide the best solution. Captivation is looking for software developers who can get stuff done while making a difference in support of the mission to protect our country.
Description
Captivation Software is looking for a senior level software engineer who shall be responsible for performing characterization and performance tuning of various software solutions for multiple HPC node types. The Software Engineer shall collaborate with HPC SMEs, mission customers, and other stakeholders to understand their computational needs and develop efficient software solutions to meet those requirements. This position involves working with parallel computing frameworks, optimizing algorithms for parallel execution, and ensuring scalability and performance of software applications on HPC clusters.
RequirementsSecurity Clearance:
<ul>
<li>Must currently hold a Top Secret/SCI U.S. Government security clearance with a favorable Polygraph, therefore all candidates must be a U.S. citizen</li>
</ul>
Minimum Qualifications:
<ul>
<li>Master's degree in Computer Science or related discipline from an accredited college or university, plus Five (5) years of experience as a SWE, in programs and contracts of similar scope, type, and complexity.</li>
<li>Bachelor's degree in Computer Science or related discipline from an accredited college or university, plus Seven (7) years of experience as a SWE, in programs and contracts of similar scope, type, and complexity</li>
<li>Nine (9) years of experience as a SWE, in programs and contracts of similar scope, type, and complexity.</li>
</ul>
Required Skills:
<ul>
<li>Experience using the Linux CLI</li>
<li>Proficiency in scripting (Bash/Python) to automate tasks and processes</li>
<li>General HPC technical knowledge regarding compute, network, memory, and storage components</li>
<li>Experience developing software applications and libraries with programming languages such as C, C++, and Python in a Linux environment</li>
<li>Has experience with modern build system frameworks, such as CMake</li>
<li>Experience optimizing code performance through parallelization, vectorization, and other optimization techniques</li>
<li>Experience documenting software design, implementation, and performance optimizations</li>
<li>Experience troubleshooting and debugging performance issues in HPC applications</li>
<li>Experience performing HPC benchmarking testing</li>
<li>Experience with containerization technologies such as Docker, PodMan, containers</li>
<li>Experience with automation frameworks including Ansible for orchestrating deployment</li>
<li>Experience with CI/CD principles, methodologies, and tools such as GitLab CI and Jenkins</li>
<li>Experience with Git Source Control System</li>
</ul>
Desired Skills:
<ul>
<li>Experience with HPC open source parallel computing frameworks such as OpenSHMEM, pthreads, OpenMP, MPI, and UPC</li>
<li>Experience with CUDA and/or OpenCL frameworks to develop software for GPUs</li>
<li>Experience with the Atlassian Tool Suite (JIRA, Confluence)</li>
<li>Familiar with Agile software development principles, methodologies, and best practices</li>
</ul>
This position is open for direct hires only. We will not consider candidates from third party staffing/recruiting firms.
Benefits
<ul>
<li>Annual Salary: $130,000 - $270,000 (Depends on the Years of Experience)</li>
<li>Up to 20% 401k contribution (No Matching Required and Vested from Day 1)</li>
<li>Above Market Hourly Rates</li>
<li>$3,400 HSA Contribution</li>
<li>5 Weeks Paid Time Off</li>
<li>Company Paid Employee Medical/Dental/Vision Insurance/Life Insurance/Short-Term &amp; Long-Term Disability/AD&amp;D</li>
</ul>

Software Engineer 3 - HPC/C/C++/Linux/Bash/Python/CMake/Docker/Gitlab/Jenkins

<h3>Job Description</h3>
Job Description
Position Summary Description
Administers, configures and supports the Physical Access and Control System (PACS). This includes maintenance of servers, workstations, networks, cameras, software, operating systems and patching of identified cyber assets to meet NERC CIP standards. In addition, assist with the monitoring of system-level security functions for the systems and network (hardware, software, databases, etc.) that comprise the PACS, Video Surveillance Systems (VSS) and the Energy Management System (EMS).
Essential Functions
<ul>
<li>Maintains and supports server, storage and affiliated hardware and software configurations for PACS and VSS.</li>
<li>Updates records, documents and diagrams of the server and storage environment are maintained for PACS, VSS and EMS to ensure compliance with NERC CIP standards.</li>
<li>Provides options for changes to improve service and/or contain costs.</li>
<li>Reviews and follows the procedures necessary to comply with the security requirements and measures of the NERC CIP Standards for the PACS and EMS. </li>
<li>May participate as a Subject Matter Expert (SME) during NERC CIP audits.</li>
<li>Performs the security patching activities (assessment, testing and implementation) required for the identified PACS and EMS cyber assets.</li>
<li>Reviews security and event logs for identified cyber assets and reports all cyber security incidents found. </li>
<li>Implements the periodic update of the PACS and EMS anti-malware definition files in compliance with NERC CIP standards. </li>
<li>Performs and tests the periodic backups of PACS cyber assets.</li>
<li>Participates in the annual disaster recovery drill in accordance with NERC CIP-009 R2. </li>
<li>Performs removal and destruction of defective or obsolete equipment as outlined in SECI procedures and NERC CIP standards.</li>
<li>Creates, monitors and maintains the monthly software / ports / services baselines for all PACS and EMS cyber assets.</li>
<li>Remains abreast of current and proposed NERC cybersecurity standards along with current cybersecurity threats, technology advancements and industry trends.</li>
<li>Reports the progress of all assigned tasks ensuring management’s awareness of project status.</li>
<li>Participates in cybersecurity training programs.</li>
<li>Produces, organizes and maintains evidentiary documentation required for compliance with NERC CIP standards.</li>
<li>Participates in the annual required cyber vulnerability assessment in accordance with NERC CIP-010 R3.</li>
<li>Produces cybersecurity reports as requested. </li>
<li>Performs other duties as applicable to the position or as assigned.</li>
<li>NERC Compliance: Performs NERC Compliance Program roles if/as designated in Seminole’s Standard Ownership Matrix (SOM) including ongoing evidence retention in “audit-ready”. You should also be familiar with Seminole’s Enterprise Internal Compliance Program (ENT-GCD-RGC-EP-054) to further your understanding of Seminole’s compliance program and the context of your duties and responsibilities attendant to your designation in the SOM.</li>
</ul>
Qualifications and Education Requirements
Bachelor’s degree in Cybersecurity, Information Technology, Computer Science, Computer Engineering or a closely related field is required from an accredited institution. Two (2) years of similar experience may be substituted for each one (1) year of formal education. Two (2) years of experience in a position as a PACS or network administrator responsible for the maintenance and support of server hardware, software or CCTV cameras is desirable. CompTIA, A+, or equivalent certification is desirable. 
Core Competencies: Adaptable, Collaborative, Conscientious, Critical-Thinking, Outcome-Driven and Professional 
Technical Competencies/Skills:
<ul>
<li>Cyber and Network Security</li>
<li>Network Administration</li>
<li>Patch Management</li>
<li>CCTV Cameras and DVRs</li>
<li>Data Backup and Recovery</li>
<li>Operating Systems</li>
<li>Server Hardware</li>
<li>Proficiency with Microsoft Office applications</li>
</ul>
Soft Competencies/Skill:
<ul>
<li>Effective verbal/nonverbal, listening and written communications</li>
<li>Planning</li>
<li>Analytical</li>
<li>Problem Solving</li>
<li>Organization</li>
<li>Customer Service focus</li>
</ul>
 
Physical Requirements
Must be able to follow established protective measures including wearing required personal protective equipment (PPE). Must possess a valid driver’s license and acceptable Motor Vehicle Report.

Working Conditions
Some travel and work outside of normal business hours. While working in certain areas of the plant or substation there is the potential for exposure to hazards typical of an industrial working environment. Maintains critical cyber equipment in a real-time environment that requires 24/7 on-call support and is subject to call out at any time which may include extended periods during inclement weather or other emergency conditions.
“Disclaimer - Management may modify this job description at any time and may require the performance of additional duties, or modification of physical requirements, with or without advance notice.”

SYSTEMS ANALYST I - PACS

<h3>Job Description</h3>
Job Description
 
JOB TITLE: Student Support - Adapted Physical Education
 
REPORTS TO: Director of Student Support and/or Designee
 
CLASSIFICATION: Certificated/ Exempt 
 
WHO WE ARE (ORGANIZATION OVERVIEW)
We employ a diverse, empathetic, and passionate team who value collaboration, integrity and the desire to be a servant leader. We are committed to excellence and work tirelessly to improve learner outcomes, by empowering learners through Project-Based Learning, Individualized Learning and Social-Emotional Learning. We are committed to being self-directed, participating in ongoing personal and professional development, problem solving, and embracing a growth mindset. With our unwavering commitment to excellence, we are confident that our team will thrive and succeed in all areas of their lives.
THE OPPORTUNITY (POSITION OVERVIEW)
 
The Adaptive Physical Education (APE) Facilitator will work closely with the IEP Teams to help support and strategize in providing individualized physical education instruction or services to children, youth, or adults with exceptional physical needs due to gross motor developmental delays or other impairments.
WHAT YOU WILL DO (DUTIES AND RESPONSIBILITIES)
<ul>
<li>
Provide adapted physical education services to students with intellectual disabilities, autism, traumatic brain injury, orthopedic impairments, or other disabling conditions.
</li>
<li>
Adapt instructional techniques to the age and skill levels of students.
</li>
<li>
Instruct students, using adapted physical education techniques, to improve physical fitness, gross motor skills, perceptual motor skills, or sports and game achievement.
</li>
<li>
Maintain thorough student records to document attendance, participation, or progress, ensuring confidentiality of all records.
</li>
<li>
Assist in screening or placement of students in adapted physical education programs.
</li>
<li>
Provide students positive feedback to encourage them and help them develop an appreciation for physical education.
</li>
<li>
Assess students' physical progress or needs.
</li>
<li>
Prepare lesson plans in accordance with individualized education plans (IEPs) and the functional abilities or needs of students.
</li>
<li>
Establish and maintain standards of behavior to create safe, orderly, and effective environments for learning.
</li>
<li>
Provide individual or small groups of students with adapted physical education instruction that meets desired physical needs or goals.
</li>
<li>
Write or modify individualized education plans (IEPs) for students with intellectual or physical disabilities.
</li>
<li>
Evaluate the motor needs of individual students to determine their need for adapted physical education services.
</li>
<li>
Communicate behavioral observations and student progress reports to students, parents, teachers, or administrators.
</li>
<li>
Write reports to summarize student performance, social growth, or physical development.
</li>
<li>
Advise education professionals of students' physical abilities or disabilities and the accommodations required to enhance their school performance.
</li>
<li>
Attend in-service training, workshops, or meetings to keep abreast of current practices or trends in adapted physical education.
</li>
<li>
Review adapted physical education programs or practices to ensure compliance with government or other regulations.
</li>
<li>
Request or order physical education equipment, following standard procedures.
</li>
<li>
Maintain inventory of instructional equipment, materials, or aids.
</li>
</ul>
OTHER RESPONSIBILITIES
<ul>
<li>
Be self-directed by taking initiative and responsibility for your work.
</li>
<li>
Work in a collaborative, team based and innovative environment.
</li>
<li>
Commit to Excellence by seeking ways to improve and exceed expectations or Commit to excellence by seeking to raise the bar for self and team.
</li>
<li>
Prioritize the growth and needs of the team, lead by example, and foster a supportive work environment.
</li>
<li>
High level of personal and professional integrity and trustworthiness.
</li>
<li>
Approach problems and challenges with a human-centered creative mindset, seeks to understand, develops multiple solutions to find the best answer.
</li>
<li>
Helps create a positive culture by being committed to diversity, equity, and inclusion promoting ethical behavior and social responsibility within the workplace.
</li>
<li>
Be authentic, own your strengths and weaknesses, ask for help when needed, be honest and transparent in your communications, working towards common goals that are meaningful to you and the team.
</li>
<li>
Represent iLEAD and the school in which work in a positive and professional manner in all interactions and communications.
</li>
<li>
Pursue continuous improvement and maintain professional competence through seeking out opportunities to develop new knowledge skills and perspectives. This includes participation in professional development activities offered and self-selected professional growth activities
</li>
<li>
Perform other responsibilities as defined by the designated supervisor.
</li>
</ul>
ESSENTIAL FUNCTIONS
<ul>
<li>
Communicating with others to exchange information. (In Person/Telephone/Computer)
</li>
<li>
Sedentary work that primarily involves sitting/standing.
</li>
<li>
Adjusting or moving objects up to 50 pounds in all directions.
</li>
<li>
When needed to support a school or education program, must have the ability to travel by public transit as well as operate a vehicle for self-transportation purposes between worksites.
</li>
<li>
Assessing the accuracy, neatness and thoroughness of the work assigned.
</li>
<li>
May encounter outdoor elements: high (&gt;90)/low (&lt;60) temperatures, precipitation and/or wind.
</li>
<li>
Ability to work in situations involving the need to make informed and quick decisions.
</li>
<li>
Ability to supervise/manage workers and delegate as needed in project management situations.
</li>
<li>
Reading detailed documentation and analyzing data sets. 
</li>
<li>
Writing professionally, both by hand and utilizing computer software.
</li>
<li>
Speaking in public settings including making public presentations to large and small groups. 
</li>
<li>
Dealing and navigating professionally through high-stress situations.
</li>
</ul>
*The statements herein are intended to describe the general nature and level of work performed by employees, but are not a complete list of responsibilities, duties and skills required of personnel so classified. Furthermore, they do not establish a contract for employment and are subject to change at the discretion of the employer.
 
WHAT YOU WILL BRING (QUALIFICATIONS)
<ul>
<li>
Meet professional APE education requirements of the state of California.
</li>
<li>
California certification in adaptive PE or California PE Teacher eligible for a waiver is required.
</li>
<li>
Knowledge of relevant technology.
</li>
<li>
Skills in working with students with diverse needs.
</li>
</ul>
________________________________________________________________________
 
 
 iLEAD California is an Equal Opportunity Employer and is committed to fostering diversity within its staff.
 
iCA promotes equal opportunity for all employees and applicants. In doing so, we comply with local, state, and federal laws and regulations to ensure an equal employment opportunity for everyone. We don’t discriminate in employment opportunities or practices on the basis of race, ancestry, color, religion, gender, sexual orientation, gender identity, national origin, age, disability, citizenship, military service obligation, veteran status or any other basis protected by federal, state or local laws. Our policies and personnel practices are intended to ensure that all of us are treated equally with regard to recruiting, hiring, and advancement, and our decisions on employment are made to further the principle of equal employment opportunities for employees.

Student Support - Adapted Physical Education

<h3>Job Description</h3>
Job DescriptionDescription:
 
POSITION TITLE: Senior Technical Designer
TEAM: Engineering &amp; Technical Design
REPORTS TO: Director of Engineering &amp; Technical Design
FLSA CLASSIFICATION: Salary, Exempt
LOCATION: Headquarters (On-Site)
ABOUT US
At the heart of Gable lies a passion that transcends the conventional. We’re more than just creators of visual communications; we’re experts at creating experiences. We believe that every brand, building, and place has a unique story to tell, and our mission is to elevate the way they are seen, experienced, and remembered. We are committed to fostering a collaborative and inclusive work environment where team members can thrive and contribute to our shared success.
As a Senior Technical Designer at Gable, you will be the driving force behind our SolidWorks integration—serving as the subject matter expert who transforms concept into constructible reality. We’re looking for a high-caliber, self-starting design professional with deep experience in SolidWorks, especially in the areas of sheet metal modeling, BOM and cut list generation, and CNC-compatible part creation. Your work will directly influence how we build by bridging design and production—from the drawing board to the factory floor. If you're a curious problem solver who thrives on hands-on collaboration with production teams, sees opportunity in every challenge, and is passionate about using SolidWorks to optimize manufacturing workflows, we want to hear from you.
POSITION OVERVIEW
The Senior Technical Designer is responsible for producing detailed and accurate technical drawings that support fabrication, installation, and permitting processes. This role ensures high-quality drawing output, alignment with project scope, and collaboration with cross-functional teams across Sales, Project Management, Procurement, and Production. The Senior Technical Designer also supports drawing standardization, material selection, and integration of digital or engineered components into production-ready documentation.
KEY RESPONSIBILITIESTechnical Drawing Production
<ul>
<li>Produce fabrication, permit, and construction drawings that adhere to Gable standards and project scope.</li>
<li>Interpret project specifications, surveys, and design intent documents to develop accurate and buildable drawing sets.</li>
<li>Integrate feedback from Sales, PMs, Engineers, and Fabrication into iterative drawing development.</li>
<li>Ensure adherence to building codes, permitting standards, and material specifications.</li>
</ul>
Drawing Standards &amp; Quality
<ul>
<li>Follow established drawing standards and file naming conventions across all projects.</li>
<li>Participate in quality control reviews and address drawing corrections and redlines promptly.</li>
<li>Maintain drawing consistency, layer structure, and dimensioning best practices.</li>
<li>Contribute to ongoing improvements in drawing templates and libraries.</li>
</ul>
Cross-Functional Coordination &amp; Support
<ul>
<li>Coordinate with Engineering, Sales, Project Management, and Production to ensure alignment on drawing requirements and deliverables.</li>
<li>Assist in BOM/BOL support and collaborate with Procurement on technical specs and part validations.</li>
<li>Support permitting documentation preparation including code compliance notes, diagrams, and submittals.</li>
<li>Use AI-enabled or CAD-integrated tools to streamline drawing creation and data reuse.</li>
</ul>
QUALIFICATIONS
<ul>
<li>5–8+ years of experience in technical design, drafting, or engineering production roles.</li>
<li>Proficiency with SolidWorks or comparable 3D modeling software tools; familiarity with AutoCAD.</li>
<li>Ability to produce high-quality technical drawings with attention to constructability and fabrication details.</li>
<li>Working knowledge of architectural materials, building codes, and sign/facility fabrication methods.</li>
<li>Experience in reviewing and redlining technical drawings with cross-functional teams.</li>
<li>Familiarity with AI-based drawing tools, CAD macros, or automation workflows is a plus.</li>
<li>Strong communication skills and the ability to collaborate across departments.</li>
</ul>
PHYSICAL REQUIREMENTS
Manual dexterity to operate a computer and perform administrative tasks. Visual acuity (with correction) and the ability to speak and hear. Primarily sedentary work, with occasional walking, standing, or carrying of light materials.
WORK ENVIRONMENT
Primarily office-based, with periodic visits to client sites, factories, and project environments. May encounter standard conditions such as noise, dust, or factory activity.
TRAVEL
Up to 5% travel may be required.
COMPENSATION
Compensation is commensurate with education and experience.
Requirements:
ADDITIONAL REQUIREMENTS
All prospective team members must pass a criminal background check and drug test. Candidates must also meet I-9 and E-Verify employment eligibility requirements

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