• Provides on-site or virtual evaluation and provides support for state early childhood programs using the Environment Rating Scales, Classrroom Assessment Scoring System tools, and the Program/Business Administration Scales.
• Prepares and submits evaluation reports according to the required time frame and criteria.
• Participates in inter-rater reliability training for all required evaluation tools, writes related reports, and maintains required level of reliability.
• Attends all staff, assessment team, and supervision meetings.
• When requested, conducts and provides ExceleRate trainings on specific assessment tools.
• Provides support for other McCormick Center duties as assigned.

• Bachelor’s Degree in early Childhood Education or related field; Master’s Degree strongly preferred.
• Three-five (3-5) years teaching or administrative experience in the field of early childhood education.
• One-three (1-3) years high level early childhood teaching experience and skill
• One-three (1-3) high level of knowledge or previous reliability on early childhood assessment tools
• Willingness to travel throughout the State of Illinois.
• Willingness to attend ongoing training to obtain and retain reliability in assessment tools.
• One-three (1-3) years prior experience in early childhood assessment preferred.
• Spanish Speaking preferred (writing, speaking, and reading).
• Prior experience with early childhood evaluation tools, including the Classroom Assessment Scoring System or Early Childhood Environment Rating Scales preferred.

• Dependability: Makes and fulfills commitments. Has established a pattern of working independently, meeting reasonable deadlines, and accepting responsibility for his or her actions. Willingly makes promises and fully intends to keep them. Arrives at work on time and ready to contribute. Shows up for meetings well-prepared.
• Flexibility: Adjusts quickly and effectively to changing conditions and demands. Discusses change as a necessary and inevitable aspect of organizational life as well as an opportunity to learn new things. Has a similar view and approach to potentially stressful situations. Invests personal energy toward accepting and adapting to change that others use toward resisting or resenting it.
• Productivity: Has established a track record of producing work that is highly accurate, demonstrates attention to detail and reflects well on the organization. Is personally committed to high quality work and encourages others to have similar standards.
• Quality of work: Has established a track record of producing work that is highly accurate, demonstrates attention to detail and reflects well on the organization. Is personally committed to high quality work and encourages others to have similar standards.
• Time Management: Prioritizes tasks and manages time to ensure that deadlines are met. Plans his or her time and sticks to those plans. Prevents or manages interruptions until the highest priority tasks are accomplished.
• Detail Orientation/Quality Focus: Has established a track record of producing work that is highly accurate, demonstrates attention to detail and reflects well on the organization.  Is personally committed to high quality work and encourages others to have similar standards.
• Ethics, Integrity, Values: Demonstrates an unwavering commitment to do what is ethically “right”. Consistently tells the truth unless doing so would violate confidentiality or compromise the safety or privacy rights of students or others.  Behaves in the manner fully consistent with stated intentions and commitments, even when there is no one to witness.
• Communicates effectively and appropriately: Uses good judgement as to what to communicate to whom as well as the best way to get the accomplished. Speaks in a clear and credible manner selecting the right tone for the situation and audience.  Listens to others and allows them to make their point.

Work environment/Physical Demands/Travel Requirements:

State-wide travel, word processing and computer skills, walking, bending, classroom environment-continuous standing, lifting boxes, setting up training environments.

Apply

• Bachelor’s Degree in early Childhood Education or related field; Master’s Degree strongly preferred.
• Three-five (3-5) years teaching or administrative experience in the field of early childhood education.
• One-three (1-3) years high level early childhood teaching experience and skill
• One-three (1-3) high level of knowledge or previous reliability on early childhood assessment tools
• Willingness to travel throughout the State of Illinois.
• Willingness to attend ongoing training to obtain and retain reliability in assessment tools.
• One-three (1-3) years prior experience in early childhood assessment preferred.
• Spanish Speaking preferred (writing, speaking, and reading).
• Prior experience with early childhood evaluation tools, including the Classroom Assessment Scoring System or Early Childhood Environment Rating Scales preferred.

• Dependability: Makes and fulfills commitments. Has established a pattern of working independently, meeting reasonable deadlines, and accepting responsibility for his or her actions. Willingly makes promises and fully intends to keep them. Arrives at work on time and ready to contribute. Shows up for meetings well-prepared.
• Flexibility: Adjusts quickly and effectively to changing conditions and demands. Discusses change as a necessary and inevitable aspect of organizational life as well as an opportunity to learn new things. Has a similar view and approach to potentially stressful situations. Invests personal energy toward accepting and adapting to change that others use toward resisting or resenting it.
• Productivity: Has established a track record of producing work that is highly accurate, demonstrates attention to detail and reflects well on the organization. Is personally committed to high quality work and encourages others to have similar standards.
• Quality of work: Has established a track record of producing work that is highly accurate, demonstrates attention to detail and reflects well on the organization. Is personally committed to high quality work and encourages others to have similar standards.
• Time Management: Prioritizes tasks and manages time to ensure that deadlines are met. Plans his or her time and sticks to those plans. Prevents or manages interruptions until the highest priority tasks are accomplished.
• Detail Orientation/Quality Focus: Has established a track record of producing work that is highly accurate, demonstrates attention to detail and reflects well on the organization.  Is personally committed to high quality work and encourages others to have similar standards.
• Ethics, Integrity, Values: Demonstrates an unwavering commitment to do what is ethically “right”. Consistently tells the truth unless doing so would violate confidentiality or compromise the safety or privacy rights of students or others.  Behaves in the manner fully consistent with stated intentions and commitments, even when there is no one to witness.
• Communicates effectively and appropriately: Uses good judgement as to what to communicate to whom as well as the best way to get the accomplished. Speaks in a clear and credible manner selecting the right tone for the situation and audience.  Listens to others and allows them to make their point.

Work environment/Physical Demands/Travel Requirements:

• State-wide travel, word processing and computer skills, walking, bending, classroom environment-continuous standing, lifting boxes, setting up training environments.

Apply

Leadership for ISBE and IDHS Assessment Teams.

• Provides oversight and leadership for the ExceleRate ISBE and IDHS assessment teams.
• Directly supervises the Manager of Quality Assessment to ensure equitable management of staff and resources to meet scopes of work and all pertinent deliverables.
• Supervises Report Specialists, to ensure timely submission of reports and documentation as required by funders and stakeholders. Oversees workflow of IDHS and ISBE report review, quarterly reports, and special projects as required and requested by funders.
• Serves as a partner, as needed, with the Director of Quality Assessment to the City of Chicago regarding issues relating to the assessment system across CECL, to ensure alignment, cross-training, and sharing of resources as necessary.
• Serves as liaison to ISBE and IDHS, with the Quality Assessment Manager and Report Specialists, regarding issues, opportunities, and communications relating to the assessment system across the state.
• Represents CECL and MIEC at state and national levels, demonstrating high levels of professionalism, an understanding of DEIB and its importance within quality rating improvement systems (QRIS) and team leadership, as well as ethical decision making, related to QRIS and team leadership at CECL/MIEC.
• Keeps the Managing Director apprised of ongoing work with ISBE and IDHS contracts, ensuring that the Managing Director is fully engaged in all aspects of the partnership(s).
• Works with the CECL/MIEC team to recruit and hire staff; oversees and ensures timely compliance with NLU HR, payroll, and performance management systems.

Contract and Fiscal Management.

• Is responsible for all aspects of the ISBE and IDHS contracts related to assessment work.
• Works closely with ISBE and IDHS to ensure scopes of work and contract deliverables are met with fidelity and on time.
• Assists with completion of quarterly and annual reports, as required by each contract.
• Leads team in being responsive to meeting the expectations of the contracts.
• Ensures fiscal responsibilities are met with fidelity – assists the Managing Director of CECL and Director of Finance and Operations for MIEC to monitor and judiciously expend the ISBE and IDHS budgets.
• Identify and streamline operations to maximize efficiencies and resources, i.e. utilizing tools such as team work logs to examine best possible, equitable distribution of work across teams and employees.

Thought Leadership.

• Represents MIEC, CECL and NLU in forums within the state and nationally – at conferences, meetings, and through written communicate:
• Serves as a subject matter expert, particularly as related to environmental rating scales used for quality rating systems across the country.
• Is able to easily answer questions related to environment rating scales, assessment protocols, and implementation impacts through a listserve and other venues.
• Demonstrates a high commitment to DEIB when representing MIEC/CECL/NLU internally and externally both as a thought leader and team leader.

Center for Early Childhood Leadership.

• Participates as a member of the Leadership Team and with Managing Director of CECL, explores new funding opportunities and reviews grants.
• Assists in hiring decisions, strategic planning, and marketing strategies development.
• Provides insight into project decisions to leverage resources and promotes the financial stability of the Center for Early Childhood Leadership.
• Reviews and edits CECL materials, as needed.
• Acts as a role model within the organization, promoting a healthy organizational culture, particularly related to diversity, equity, inclusion, and belonging
• Other duties as assigned

• Master’s Degree in Early Childhood Education, Early Childhood Leadership, or related field OR Bachelor’s Degree with considerable (10+yrs or longer experience) + Master’s Degree in progress.
• Five plus (5+) years administrative experience providing direct supervision and evaluation of staff
• Three plus (3+) years experience working in an early childhood program, either as a teacher, administrator, home visitor, early interventionist or related.
• Three plus (3+) years experience working with data, quality assessment, grant deliverables, and related research. This work experience is directly related to environmental rating scales (one or more of the following: PAS, BAS, CLASS, ECERS, ITERS and/or ITERS) and/or quality rating improvement systems (QRIS) using such tools.
• Three plus (3+) years demonstrated proficiency at budget management and fiscal responsibility related to grants, grant contracts, grant deliverables, and team/resource management.
• Two plus (2+) years demonstrated evidence at being highly skilled in technology, writing, and editing.
• One plus (1+) years experience presenting in local, state, or national forums.

Leadership Management: Ability to articulate a clear vision for QRIS and inspire staff, stakeholders, and partners; Competence in long-term planning to drive QRIS objectives, ensuring alignment with state and national early childhood standards;  Experience managing teams, providing mentorship, and fostering professional growth within the QRIS team; Proficiency in overseeing complex projects, managing timelines, and ensuring deliverables are met; Ability to lead and manage organizational change, particularly in response to evolving standards and policies in early childhood education.

Early Childhood Education Expertise: In-depth understanding of early learning standards, child development, and best practices in ECE; Experience with assessment tools and methods used in rating early childhood programs, such as CLASS, ECERS, and other quality metrics; Knowledge of services and programs for children from birth to five years, including early intervention, preschool, and home visiting programs.

Policy and Regulatory Competencies: Strong understanding of federal, state, and local policies impacting early childhood education, such as licensing regulations, accreditation, and child care subsidies; deep understanding of policies that promote high-quality early childhood programs and ability to work with policymakers and stakeholders; Ability to analyze data from QRIS systems to guide program improvement and make evidence-based recommendations.

Communication/Interpersonal: Communicates effectively and appropriately. Uses good judgment as to what to communicate to whom as well as the best way to get that accomplished. Speaks in a clear and credible manner, selecting the right tone for the situation and audience. Listens to others and allows them to make their point.

Managing Employee Performance: Takes action to ensure that employees fully understand their roles, responsibilities, and performance standards/expectations and provides ongoing feedback and support as employees strive to achieve expectations. Engages in two-way conversations throughout the year that ensure an up-to-date understanding of expectations, performance gaps and actions required to close any gaps

Work environment/Physical Demands/Travel Requirements:

Constant computer work/data entry in an office environment, long periods of sitting and heavy phone and computer usage. This position is based in Chicago or Lisle with travel between the two campuses required. Some statewide travel is also required.

Apply

Cohort Facilitation

• Facilitate cohorts as assigned including providing ongoing clear, concise, asset-based, and supportive communication with learners, provide timely scoring of evidence of learning (EOL) assessments, monitor learner growth/progress, provide feedback as needed, etc.
• Provide “high-touch” experience for contracted partner cohorts as outlined in contractual expectations – maintain regular communication with funders and support Associate Director of eLearning with funder communications/relationship management as required.
• Manage cohort emails, phone and zoom calls, send requested reports, provide technical assistance to cohort participants and learners as needed.
• Dependent on cohort specifications, offer “live” virtual sessions as required per funding agreement/contractual requirements.
• Assist faculty at partner institutions with learners as needed (support progress reporting and new semester/term set up, etc.)

State Registry Coordination

• Provide coordination for on-going approval processes within current state approved state registry systems; assist with building state registry capacity to promote e-learning trainings provided by CECL.
• Provide ongoing coordination to ensure up to date and continuous information regarding state requirements.
• Support CECL ongoing efforts to be included on additional state registry systems.
• Ensure accurate record keeping and individual state registry records are complete and current.

Facilitator & Scorer Recruitment/Support

• Support the Associate Director in the recruitment, contracting, training, mentoring, monitoring, and evaluation of current & new facilitators as needed.
• Support the Associate Director in the recruitment, contracting, training, mentoring, monitoring, and evaluation of current & new scorers as needed.
• Provide training to new faculty needed.
• Provide technical assistance to cohort facilitators as needed.
• Provide recommendations for facilitator and scorer contract assignments and work with Institute operations to execute contracts and payments for contracted  individuals.

Content Management and Continuous Improvement

• Provide participant assistance with scoring/curriculum clarifications, support, and content resource for submitted emails, and forwarded emails from the Helpdesk include scoring/curriculum clarifications from participants via email, Google text, phone calls, and scheduled meetings
• Work collaboratively with Associate Director to support the Aim4Excellence Spanish Translation.
• Make ongoing recommendations for scorer manual updates.
• Make ongoing recommendations for facilitator manual updates.
• Support the Associate Director to make content updates as needed.
• Engage in data informed practices that support cycles of continuous improvement, under the direction of the Associate Director.

Thought Leadership

• Attend and present at local, state, and national conferences/events in an effort to recruit “customers” to eLearning products while also improving the quality of ECEC, particularly as related to early childhood leadership.

• Bachelor’s Degree in Early Childhood Education, or related field, Master’s preferred Early Childhood Education, or related field.
• At least one year experience leading an early childhood program, currently credentialed (or willing to obtain prior to start date) in the Aim4Excellence™ National Director Credential required.
• Two to three (2-3) years demonstrated working knowledge of state registry systems and quality rating systems as well as the integration of specific training programs (such as the Aim4Excellence™ National Director Credential – AIM4X).
• Two to three (2-3) years extensive experience in designing and developing instructional materials and curricula, particularly for early childhood education.
• One to three (1-3) years demonstrated experience in managing projects, especially timeline management.
• One to three (1-3) years experience in using data informed practices to drive program improvements.
• One to three (1-3) years proven ability to work effectively with various stakeholders, including educators, administrators, and external partners.

Customer Focus: Focus on designing eLearning experiences that meet the needs of early childhood administrators while providing exceptional support services to learners, ensuring their professional development needs are met efficiently.

Continuous Learning and Improvement: Commitment to continuous learning and staying updated with the latest trends in eLearning and educational technology, with an ability to think creatively and innovate in the development of eLearning solutions.

Communication: Excellent ability to convey technical information clearly and effectively to various stakeholders with a strong ability to interact and collaborate with a diverse team and external partners, as well as an ability to provide clear and timely support to users of the eLearning platform and registry systems.

Collaboration and Partnership Building: Ability to build and maintain strong, productive relationships with state partners and stakeholders; skilled in establishing and leveraging professional networks to enhance collaboration and share best practices, and proficient in engaging with diverse stakeholders to understand their needs and perspectives.

Work environment/Physical Demands/Travel Requirements:

This is a fully remote position, but requires some travel to Chicago 2-3 times per year, as well as some travel to conferences and/or professional meetings throughout the year. There is an expectation to attend/lead virtual meetings daily.

Apply

Leadership Coaching and Community of Practice

• Provide monthly one-on-one coaching meetings with the program administrator(s) at each assigned site to develop and implement an Individualized Leadership Development Plan setting goals utilizing data from the Early Childhood Work Environment Survey, Administrator Role Perception Survey, and ExceleRate Illinois assessments.
• Help facilitate monthly specialized community of practice (CoP) sessions with program administrators to promote peer learning regarding quality improvement efforts.
• Assist Leadership Coaching Manager with CoP meetings; including, planning, scheduling, drafting agendas, taking meeting notes, and tracking follow-up items.
• Maintain a high level of understanding of the assessment tools (i.e., ERS, ARPS, ECWES, PAS and BAS).
• Attend and achieve reliability with the PAS and BAS scales through training with the Quality Supports team as needed.

Training Development, Facilitation, and Logistics

• Support the Professional Learning (PL) team in developing face-to-face training, online modules, and blended learning opportunities focused on early childhood leadership topics and assessment tools.
• Co-facilitate training sessions, in-person and/or virtual, as needed, particularly for high-priority or specialized topics.
• Participate in planning, reflection, and debriefing sessions.
• Assist with editing training, marketing, and communication materials.
• Maintain accurate and timely data (i.e., grant deliverable information – enrollment, attendance, and completion numbers; Gateways to Opportunity requirements; staff credentials; goals).
• Oversee and analyze evaluation summaries for continuous quality improvement, work with Leadership Coaching Manager and Professional Learning team members to implement a process of continuous improvement based on participant feedback, data analysis, and interpretation provided by the Leadership Coaching and Professional Learning surveys and evaluations.
• Prepare and disseminate certificates of completion (inclusive of clock hours completed and Illinois Director Credential competencies attained).
• Regularly update the training grid, PL spreadsheets, and Excel records for funder reports.
• Prepare training materials to be delivered by shipment or electronically.
• Assist in the marketing and recruitment for Professional Learning trainings and academies.

Communication and Customer Service

• Provide exceptional customer service via phone and email, addressing inquiries about CoP sessions, coaching, and ensuring a positive experience for all program administrators.
• Assist the Leadership Coach Manager in reviewing evaluations to identify participant quotes that can be used for funder reports and marketing purposes.
• Participate in Leadership Coaching and Professional Learning (PL) team meetings to stay informed about changes and updates.

Leadership

• Engage in professional development activities related to training development, facilitation, early childhood leadership, and other pertinent topics.
• Participate in networking and learning opportunities for participants at Leadership Connections National Conference.
• Stay apprised of quality improvement initiatives happening at the state and national level.
• Maintain a familiarity with current ECE leadership initiatives, contemporary training and learning theories, and leadership research.
• Communicate important trends to colleagues.
• Contribute to the Center’s eResources.
• Other duties assigned

• Master’s Degree in Early Childhood Education, Early Childhood Administration, or related field
• Three to Five (3-5) years administrative experience required with a minimum of 3 years supervisory experience
• Three to Five (3-5) years demonstrated knowledge and competencies in Early Childhood Education and Early Childhood Administration, and Adult and Continuing Education.
• Three to five (3-5) years experience developing curriculum, learning materials, and presenting/facilitating learning. Experience using data for continuous quality improvement
• Three to five (3-5) years teaching and administrative experience in early care and education settings. Experience coaching or mentoring early childhood educators and/or leaders
• Three to five (3-5) years knowledge of early childhood accreditation, QRIS, and director credentialing systems.
• Three to five (3-5) years experience using assessments such as the Program Administration Scale (PAS), Environment Rating Scales (ERS), or Classroom Assessment Scoring System (CLASS) to improve program quality. Knowledge of Microsoft Word, Excel, and PowerPoint. Demonstrated knowledge of additional early childhood assessment tools (ARPS, BAS, ECWES).

Managing Multiple Priorities: Handles multiple assignments and priorities yet still fulfills all commitments. Readily accepts new responsibilities and adapts well to changes in procedures. Gives appropriate priorities to various work demands.

Detail Orientation/Quality Focus: Has established a track record of producing work that is highly accurate, demonstrates attention to detail and reflects well on the organization. Is personally committed to high quality work and encourages others to have similar standards.

Customer Service and Focus: Recognizes that all educational institutions have customer-stakeholders (e.g., students, parents or guardians of students, groups that fund activities, etc.), and that each of these customers is entitled to have a say. Reaches out to customers to keep them informed, solicit their questions, and invite suggestions or feedback. Treats all customer-stakeholders with courtesy and respect. Makes good-faith efforts to meet customer expectations, yet is also willing to be candid with customers if their expectations are unrealistic.

Work environment/Physical Demands/Travel Requirements:

Office environment (Wheeling, Lisle, or Chicago) with the expectation of some traveling around the state of Illinois, and nationally as required for professional learning presentations. Long periods of sitting, standing, and constant computer/data entry work. Ability to lift up to 50 lbs. This position requires some availability during evenings and weekends and access to Internet and phone when out of the office.

Apply

TRAINING LOGISTICS: Implement Leadership Academy on-site and off-site logistics. Maintain evaluation summaries and assist with quotes for marketing. Add information to Highrise as needed. Gather data for team/funder reports. Manage recruitment and registration processes of Leadership Academy participants. Complete Training Intake Forms and submit to Administrative Assistant. Maintain records and hard-copy file storage for leadership academies (binders, PR materials, communications). Coordinate catering and food service needs with Administrative Assistant. Assist administrative assistant in preparing training materials for travel or shipment.

COMMUNICATION: Respond to inquiries about trainings with the Director of Professional Learning and/or Leadership Academy Manager. Communicate with academy participants (i.e., status, assignments, updates) and partners (off-site locations). Work with Leadership Academy Manager to provide mentoring and technical assistance to Leadership Academy participants.

TRAINING DEVELOPMENT AND FACILITATION: Work with Leadership Academy Manager to create and update handouts and PowerPoints. Work with Leadership Academy Manager to develop and facilitate Leadership Academy trainings. Establish relationships with all academy participants and maintain interaction on ongoing basis. Serve as a mentor to some Leadership Academy participants. Work with team members to develop face-to-face training, Online modules, and blended learning opportunities related to leadership topics and assessment tools. Assist Professional Learning team with video production advertisements, informational webinars, etc. Assist in creation of Leadership Academy activity materials, assignments, etc. Participate in debrief, reflection, and planning sessions, track and implement changes.

Assist with Leadership Connections as needed.

Other duties as assigned.

• Bachelors Degree in Leadership, Early Childhood Education, Adult Learning theory.
• Three-five (3-5) years experience in adult teaching/coaching.
• One-three (1-3) years Customer Service in both written and verbal communications with participants.

Customer Focus: Personally demonstrates that external (or internal) customers are a high priority. Identifies customer needs and expectations and responds to them in a timely and effective manner. Anticipates and prevents delays or other things that can adversely affect the customer. Keeps customers informed about the status of pending actions and inquires about customer satisfaction with products or services.

Initiative: Recognizes opportunities and initiates actions to capitalize on them. Looks for new and productive ways to make an impact. Demonstrates this characteristic when it comes to generating new ideas or processes, capitalizing on new business opportunities, seeking out and taking on increasing responsibility or resolving problems as they occur. Uses sound judgment about when to take action and when to seek guidance or permission. This is in contrast to those who fail to notice opportunities, wait to be asked or instructed before taking action, seldom offer new ideas or express reservations about taking on additional responsibilities.

Managing Multiple Priorities: Handles multiple assignments and priorities yet still fulfills all commitments. Readily accepts new responsibilities and adapts well to changes in procedures. Gives appropriate priorities to various work demands.

Spoken Communication Skills: Speaks clearly and effectively to individuals or groups regardless of their level of education, age, cultural background, station in life or other factors. Uses words or terms that listeners are likely to understand . Takes personal responsibility when efforts to communicate have been unsuccessful. Listens carefully and effectively, whether the speaker is sharing facts, opinions or feelings. Pays attention, displays appropriate nonverbal responses, and verifies own understanding of what was said before responding. Responds to others effectively, even when strong opinions or emotions have been expressed. Acknowledges the merits of what others have to say, in a manner that demonstrates respect.

Written Communication Skills: Writes clearly and concisely when sharing or documenting information. Uses words or terms that all readers are likely to understand and invites people to ask questions if any aspect of a written document is confusing or unclear. Uses good judgment about what to put in writing versus what should be shared in a conversation or presentation. Demonstrates awareness that electronic messages have there advantages (such as getting information out quickly to a large group of people), yet are frequently misinterpreted because the intended tone cannot be reliably conveyed in writing. Uses caution and discretion in responding to written communications, especially when replying to e-mails that contain personal criticism or factual inaccuracies.

Work environment/Physical Demands/Travel Requirements:

Ability to move or lift boxes up to 50lbs. Office environment. Heavy phone usage. Long periods of sitting. Long periods of standing. Constant computer work/data entry.

Apply

Qualifications

Technical Proficiency: Understanding of operating systems (Windows, macOS, Linux) and basic troubleshooting; familiarity with common software applications (e.g., Microsoft Office, email clients, remote desktop tools); understanding of operating systems (Windows, macOS, Linux) and basic troubleshooting.

Customer Service Skills: Clear, concise, and polite communication, both written and verbal, to explain technical issues to non-technical users; understanding and responding to user concerns with patience and a customer-focused attitude; ability to handle difficult or frustrated customers with professionalism and calmness.

Problem Solving-Skills: Ability to assess a problem, identify the root cause, and find effective solutions; expertise in systematically diagnosing and resolving issues, often using remote access tools; capable of handling unexpected issues or new challenges with resourcefulness.

Working environment/Physical Demands/Travel Requirements: Occasional travel to other campuses. For the first 6 months would work onsite. Hybrid work schedule as approved by Director after 6 months. Would prefer Chicago or Wheeling campus.

Apply