Total 103 Others level Education / Training job vacancies in Arizona - Home Teleworkers

• Serve as the library services technical expert, responsible for library planning, collection development, program development, accreditation, instruction, Copyright Policy per AR 25-97, Discard Policy per AR 735-17, and policy interpretation.
• Manage, direct and implement the full range of library service functions. Keep abreast of developments in information technology that could be used to improve library services.
• Identify and provide state-of-the-art research tools, training and infrastructure to serve academic requirements.
• Exercise full professional knowledge of the theories, principles, practices, and objectives of librarianship, the reference/research function, and all other public services.
• Coordinate activities of the Library to insure continuity of effort and adherence to organizational goals and objectives.
• Serve as the System Administrator for the Integrated Library System (ILS). Coordinate with the Army Library Enterprise (ALE) and the TRADOC Librarian.
• Serve as the reference librarian responsible for assuring that the research and reference needs of the MI community and MI researchers worldwide are met in a timely, effective and comprehensive manner.
• Serve as the principle research specialist for the more difficult online queries, formulating sophisticated and complex search strategies through detailed interviews with users. Leverage resources available through internal and external partners.
• Formulate budget estimates, providing for anticipated changes in requirements for all program needs including personnel, materials, equipment, furniture, supplies and training.
• Exercise full supervisory authority; plan, schedule, coordinate, and direct the work library staff. Evaluate work performance of staff; guide employees in the application of established procedures; train new employees and initiate personnel actions.

• Manage the Military Intelligence Training Requirements Analysis System (TRAS) program, Structure and Manning Decision Review (SMDR), and Training Arbitration Panel (TRAP) processes.
• Apply training principles in the planning and conducting of training for Army Intelligence officers, warrant officers, non-commissioned officers and CMF 35 soldiers.
• Provide training expertise, guidance, and coordination with other services to support the development of all USAICoE training courses. Serve as advisor on training decisions and the impact on training resources.
• Interpret, develop, and establish operating procedures; coordinate academic /training mission requirements; and identify and/or resolve conflicting views and recommendations.
• Set program plans and goals, continually assessing program status considering organizational objectives and resources.
• Through TRAS documents, ensure that resources from higher headquarters for personnel and equipment are justified and documented in TRAS and are filled in a timely manner to synchronize with scheduled training.
• Serve as the US Army Intelligence Center of Excellence central manager for the Structure and Manning Decision Review (SMDR) and all planning actions involving Military Intelligence training.
• Apply intelligence training principles in the analysis of capabilities and constraints that could prevent training DA-level requirements.
• Attend the SMDR to negotiate the Center's capability to train the user requirements and gain training resources.
• Analyze input and formulates Intel Center's response to Training Resource Arbitration Panel (TRAP) actions to change execution and budget year programs.
• Serve as the USAICoE manager for ATRRS inputs and updates to student throughput, course administrative information, and access to USAICoE ATRRS portals and oversees the Registrar section.
• Exercise full supervisory authority; plan, schedule, coordinate, and direct the work of staff. Evaluate work performance of staff; guide employees in the application of established procedures; train new employees and initiate personnel actions.

Maintains a specific area in an orderly and clean manner. Vacuum cleans rugs, and draperies. Sweeps, mops, strips, scrubs, waxes, and polishes floors using industrial type power equipment. Adjusts and changes buffers, brushes and other attachments on power equipment. Dusts, waxes, and polishes furniture. Dusts ledges and woodwork. Empties ashtrays and wastebaskets. Polishes doorknobs and other metal fixtures. Cleans glass partitions, inside and outside windows, using stepladders and extension ladders.
Maintains restrooms in clean, orderly, and sanitary conditions. Cleans, disinfects, and deodorizes, lavatories, urinals, and toilet bowls. Cleans mirrors and water fountains. Replaces deodorizers, toilet tissue, hand towels, and soap. Reports water leaks, clogged drains, and other conditions requiring maintenance to supervisor. Maintains supply of cleaning materials, and advises supervisor when more supplies are needed, or when equipment needs repair or replacement.

Performs seasonal tasks as required such as, applying ice control material to entrances of buildings, shoveling snow, picking up litter around buildings, mowing grass, and watering around buildings.


If interested in applying for this position you may preview the online application: https://apply.usastaffing.gov/ViewQuestionnaire/12603513

As a Education Specialist (School Improvement) GS-1701-12/13, your typical work assignments may include the following under supervision:

• Support school leaders and school-based leadership teams in the effective use of a research based school improvement Model with a proven record of meeting and exceeding proficiency standards.
• Provide professional development and technical assistance, including coaching and specific tools, to school leaders on a range of topics.
• Assist school leaders, teachers and other educators in developing and implementing a school curriculum, instruction and assessment, teaching methods, staff professional development aligned to Common Core State Standards and applicable state standards.
• Facilitate the collaborative effort of school leaders, teachers and other educators in a range of different and appropriate settings, including professional learning communities(PLCs), grade level meetings, vertical (K-12) team meetings.
• Identify and coordinate other external resources, including experts from other Education Resource Centers (ERCs), Bureau of Indian Education (BIE) and other agencies and organizations to support the successful development and implementation of school improvement plans.

• Direct, develop and administer plans and procedures and implement regulations to provide a comprehensive continuing education system.
• Provide educational and training programs within the academic, technical, and vocational fields for basic to graduate level needs.
• Evaluate progress of education plans to determine overall objectives are being accomplished with reference to the current budget.
• Review education system programs to ensure they are operated in a proficient matter within resource limitations.
• Establish and maintain internal control and audit procedure to ensure personnel and funds are used in accordance with regulations.
• Implement regulations to provide training and career counseling programs based upon developed plans and procedures.
• Advertise educational opportunities utilizing various media.
• Foster, develop and maintain educational partnerships with institutions of higher learning.

1. Plans, directs, and controls all aspects of the Customer Support programs for both Active Guard Reserve (AGR) and unit reservists.
2. Serves as advisor to commanders on Human Resources (military) programs.
3. Ensures accuracy of Personnel Data System (PDS) and performs functional review of data reliability.
4. Provides Human Resources management (military) advisory services to commanders and staff on all Customer Support programs.
5. Administers actions in Automated Reserve Orders Writing System-Reserves (AROWS-R).
6. Performs postal/mail duties.

As a School Counselor CY-1710-21, your typical work assignments may include the following under supervision:

• Serving as a school Guidance Counselor, the incumbent works within the general guidance function supplementing and complementing the guidance role of the Administration, Guidance, academic and/or Vocational Staff.
• Provides individual and group counseling services to students, in the areas of personal, academic and vocational counseling, designed to assist in achieving as acceptable self-concept, self-understand, self-adjustment, self-directiveness and self-discipline; all of which will prepare them to cope with the realities of their environment and life situations in an adequate and self-satisfying manner.
• Conducts individual and group guidance/orientation services for new and re-entering students to orient them to the advantages, requirements, services and opportunities of the school.
• Counsels with students on a regular basis regarding careers, educational, social interest and/or other similar matters, helping them to explore alternatives.
• Conducts and implements the school testing services to meet the needs of the students.
• Collects, interprets and organizes the program data for appraisal purposes. Prepares case summaries, case histories and case studies for professional use. Provides safeguards for the utilization of confidential student data.
• Sets up and maintains files and records of individual and group counseling sessions.
• Utilizes the services of the other disciplines and promotes the interdisciplinary team approach to problem solving. Also uses community and other agency referral services to assist students.
• As requested, assists dormitory and other school staff in in-service and seminary training sessions. Acts as liaison to community referral sources.
• Works closely with the academic staff, to follow the academic growth of students; recommend conferences to discuss individual student problems experienced in the academic area with concerned staff members, for the purpose of arriving at solutions to student problems. Serves a team member on IEP and IRG student committees.
• Counsels with each student based on career surveys of each individual and prepares a class schedule that reflects the career pathway of one career academy.

As a School Counselor (Special Education) CY-1710-21, your typical work assignments may include the following under supervision:

• Serving as a school Special Education Counselor, the incumbent plans, develops and conducts a program of academic and vocational counseling, providing art therapy, and supplementing and complementing the guidance role of the Administration, Home Living, and Special Education Staff.
• Provides individual and group counseling services to students, in the areas of personal, academic and vocational counseling, designed to assist in achieving as acceptable self-concept, self-understand, self-adjustment, self-directiveness and self-discipline; all of which will prepare them to cope with the realities of their environment and life situations in an adequate and self-satisfying manner.
• Conducts individual and group guidance/orientation services for new and re-entering special education students to orient them to the advantages, requirements, services and opportunities of the school.
• Counsels with students on a regular basis regarding careers, educational, social interest and/or other similar matters, helping them to explore alternatives.
• Conducts and implements the school testing services to meet the needs of the students.
• Collects, interprets and organizes the program data for appraisal purposes. Prepares case summaries, case histories and case studies for professional use. Provides safeguards for the utilization of confidential student data.
• Sets up and maintains files and records of individual and group counseling sessions.
• Utilizes the services of the other disciplines and promotes the interdisciplinary team approach to problem solving. Also uses community and other agency referral services to assist students.
• As requested, assists dormitory and other school staff in in-service and seminary training sessions. Acts as liaison to community referral sources.
• Works closely with the academic staff, to follow the academic growth of students; recommend conferences to discuss individual student problems experienced in the academic area with concerned staff members, for the purpose of arriving at solutions to student problems. Serves a team member on IEP and IRG student committees.
• Counsels with each student based on career surveys of each individual and prepares a class schedule that reflects the career pathway of one career academy.

As a Teacher (Elementary) CY-1710-11, your typical work assignments may include the following under supervision:

• Prepare yearly instructional outlines and related daily lesson plans covering relevant units of study and specifying objectives, activities and evaluative methods/instruments for both group and individual instructional programs.
• Teach students by selecting, developing, adapting and implementing appropriate instructional methods and techniques utilizing available resources to provide for academic achievement.
• Continuously evaluate individual and group academic progress through the use of criterion-referenced tests, periodic standardized tests, oral tests, and/or other relevant evaluative methods/instruments.
• Develop and conduct instruction within an environment that provides and promotes opportunities for the students to develop rapport, inter-relationships, self-discipline and a positive self-image.
• Maintain control of assigned class(es) and handle discipline independently except for chronic or extreme behavior problems.
• Supervise assigned students as scheduled, or provide for their supervision, throughout the academic day and/or activity in order to provide for the safety, health, and welfare of the students in compliance with school, Agency, and Area Guidelines.

As a Teacher Special Education) CY-1710-11, your typical work assignments may include the following under supervision:

• Prepare yearly instructional outlines and related daily lesson plans covering relevant units of study and specifying objectives, activities and evaluative methods/instruments for both group and individual instructional programs.
• Teach students by selecting, developing, adapting and implementing appropriate instructional methods and techniques utilizing available resources to provide for academic achievement.
• Continuously evaluate individual and group academic progress through the use of criterion-referenced tests, periodic standardized tests, oral tests, and/or other relevant evaluative methods/instruments.
• Develop and conduct instruction within an environment that provides and promotes opportunities for the students to develop rapport, inter-relationships, self-discipline and a positive self-image.
• Maintain control of assigned class(es) and handle discipline independently except for chronic or extreme behavior problems.
• Supervise assigned students as scheduled, or provide for their supervision, throughout the academic day and/or activity in order to provide for the safety, health, and welfare of the students in compliance with school, Agency, and Area Guidelines.

As a Teacher (Navajo Language) CY-1710-11, your typical work assignments may include the following under supervision:

• Prepare yearly instructional outlines and related daily lesson plans covering relevant units of study and specifying objectives, activities and evaluative methods/instruments for both group and individual instructional programs.
• Teach students by selecting, developing, adapting and implementing appropriate instructional methods and techniques utilizing available resources to provide for academic achievement.
• Continuously evaluate individual and group academic progress through the use of criterion-referenced tests, periodic standardized tests, oral tests, and/or other relevant evaluative methods/instruments.
• Develop and conduct instruction within an environment that provides and promotes opportunities for the students to develop rapport, inter-relationships, self-discipline and a positive self-image.
• Maintain control of assigned class(es) and handle discipline independently except for chronic or extreme behavior problems.
• Supervise assigned students as scheduled, or provide for their supervision, throughout the academic day and/or activity in order to provide for the safety, health, and welfare of the students in compliance with school, Agency, and Area Guidelines.

GS-09:

• Plans acquisitions for standard or specialized services, commodities and/or construction contracts where specifications are standardized within established competitive markets, and where price competition exist.
• Develops solicitations, evaluates responses, and makes award recommendations.
• Monitors contract performance and performs contract administration.

• Plans the overall approach to meet contracting program objectives for procuring a wide variety of requirements.
• Procures a wide variety of services, commodities, and/or construction.
• Executes post-award contract performance management actions on assigned contracts
• Provides business advice and guidance to technical personnel and others on contracting work and prepares correspondence.

• As part of an Integrated Acquisition Team for a large multi-mission installation, or for development or sustainment of a major system or smaller multiple systems within a Center System Program Office (SPO), Direct Reporting Unit (DRU), Field Operating Agency (FOA), specialized unit, etc., plans the overall approach to meet contracting program objectives for a variety of requirements with multiple complexities.
• Procures complex and/or diversified services, commodities, and/or construction.
• Executes post-award contract performance management actions on assigned contracts.
• Serves as business advisor to a wide range of customers.