UNKNOWN

FEED

Identify and raise risks across multiple modules, including security risks and downstream platform impacts, before they reach production. Track record as a senior or principal-level engineer building and maintaining web applications across multiple product areas or organizations.

YEAR

About KLDiscoveryKLDiscovery is a global eDiscovery and legal technology provider serving large law firms, corporate legal departments, and government agencies. We build and operate the products and services that legal teams rely on to manage, process, and review case data at scale. With operations across multiple countries and a client base that includes AmLaw 200 firms, we handle some of the largest and most complex matters in the industry.About the Role The Principal Software Engineer role at KLDiscovery is cross-cutting by design. Principal Software Engineers are not permanent members of any team. They move to other teams based on needs or project priorities. You will provide architectural judgment across product areas that don't have dedicated Architect coverage, identify risks before they compound, mentor developers, and enforce engineering standards. You are the technical voice that connects Engineering leadership, Architecture, and the development teams doing the work. We offer competitive total compensation that includes base pay, bonus potential, inclusive benefits, wellness programs, and perks. We use market and industry data to inform pay decisions while considering geography and labor markets, individual experience, and business needs. Individual compensation will vary, although a reasonable estimate of the current annualized base pay range for this position is $140,000 to $160,000.Job location: Remote (but candidate must be based in the United States)Key Responsibilities:<ul style="list-style-type:disc"><li style="line-height:normal">Identify and raise risks across multiple modules, including security risks and downstream platform impacts, before they reach production</li><li style="line-height:normal">Provide architectural guidance across multiple product areas and make cross-module design decisions</li><li style="line-height:normal">Work closely with Team Leadership and Architects to translate architecture decisions into work the Engineering team can execute</li><li style="line-height:normal">Write and refine requirements for features in collaboration with Product and Team Leadership</li><li style="line-height:normal">Provide input on Engineering and coding standards and hold the team to them</li><li style="line-height:normal">Mentor and guide less experienced engineers toward solutions, making it a learning experience rather than just handing out answers</li><li style="line-height:normal">Identify technical debt across projects and use a data-driven approach to advocate for addressing it</li><li style="line-height:normal">Support multiple product areas concurrently and context-switch between efforts as priorities shift</li></ul>You Will Also<ul style="list-style-type:disc"><li style="line-height:normal">Perform and set expectations for peer code reviews</li><li style="line-height:normal">Drive automated testing practices including integration, end-to-end, and regression tests</li><li style="line-height:normal">Own and improve automated build and release pipelines</li><li style="line-height:normal">Support production applications including bug fixes and enhancements within defined SLAs (Service Level Agreements)</li></ul>Shared Expectations:<ul style="list-style-type:disc"><li style="line-height:normal">Produce high-quality software and automate repetitive work</li><li style="line-height:normal">Share knowledge, keep learning, and take initiative to make things better</li><li style="line-height:normal">Communicate directly and clearly; report issues or roadblocks that may affect the team's success</li><li style="line-height:normal">Take ownership of your work and its outcome; set realistic expectations and deliver on them</li><li style="line-height:normal">Be respectful, contribute to a positive team culture, and support feedback with data and examples</li><li style="line-height:normal">Make data-driven decisions wherever possible</li></ul> What You Bring (required skills):<ul style="list-style-type:disc"><li style="line-height:normal">Track record as a senior or principal-level engineer building and maintaining web applications across multiple product areas or organizations</li><li style="line-height:normal">Strong proficiency in Angular and .NET (C#); experience with API design and building services that other teams consume</li><li style="line-height:normal">Demonstrated history of identifying and mitigating technical risk across multiple codebases or product areas</li><li style="line-height:normal">Ability to operate independently, make sound architectural trade-off decisions, and communicate those decisions clearly to both technical and non-technical stakeholders</li><li style="line-height:normal">Understanding of how to design and develop with security in mind, particularly in environments handling sensitive client data</li><li style="line-height:normal">Experience mentoring engineers at various levels and elevating a team's overall output</li></ul>Nice to Have (preferred skills):<ul style="list-style-type:disc"><li style="line-height:normal">Experience with Microsoft Azure (hosting, services, infrastructure)</li><li style="line-height:normal">Experience with PostgreSQL and/or SQL Server</li><li style="line-height:normal">Familiarity with GitHub and Azure DevOps Pipelines</li><li style="line-height:normal">Experience working in or around eDiscovery, legal technology, or similarly regulated/compliance-sensitive domains</li><li style="line-height:normal">Familiarity with eDiscovery workflows: processing, production, review, and the operational coordination around them</li><li style="line-height:normal">Experience designing or operating multi-tenant systems</li><li style="line-height:normal">Experience building orchestration or workflow engine platforms</li><li style="line-height:normal">Experience with real-time alerting or telemetry systems</li><li style="line-height:normal">Exposure to AI/ML integration within internal operational tools and applications</li></ul>

KLDiscovery

Principal Software Engineer

Application Programming Interface (API)

Architectural Services

Artificial Intelligence (AI)

Code Reviews

Coding Standards

Communication Skills

Corporate Law

Customer/Client Research

DevOps

Geography

GitHub

Government

Integration Testing

Internet Application

Leadership

Legal

Mentoring

Microsoft .NET

Microsoft C# (C Sharp)

Microsoft SQL Server

Microsoft Windows Azure

Operational Audit

PostgreSQL

Process Management

Product Support

Production Support

Quality Assurance Methodology

Regression Testing

Risk Analysis

Risk Management

Service Level Agreement (SLA)

Software Administration

Software Design

Software Engineering

Team Lead/Manager

Test Automation

IRecruitee

We are seeking an experienced Curriculum Developer with a military training or government instructor background to design and refine onboarding and professional development curricula for highly educated professionals entering classified government environments. The audience consists of senior technical and professional personnel, often holding advanced degrees, but who need to understand how classified government environments actually function.

Location: Remote (U.S.-based) Clearance:Active TS/SCI required Employment Type: Full-time, contingent upon contract award<h3>Role Overview</h3>We are seeking an experienced Curriculum Developer with a military training or government instructor background to design and refine onboarding and professional development curricula for highly educated professionals entering classified government environments.This role supports advanced workforce integration efforts for mission-focused government programs (client details intentionally undisclosed). The audience consists of senior technical and professional personnel, often holding advanced degrees, but who need to understand how classified government environments actually function.The right candidate knows how to train smart, capable, and opinionated adults while setting clear expectations, operational context, and professional standards.<h3>Key Responsibilities</h3><ul><li>Design and maintain onboarding and development curricula for personnel entering TS/SCI environments</li><li>Translate complex government, security, and mission concepts into structured, practical learning experiences</li><li>Apply military or government training methodologies to accelerate readiness without oversimplification</li><li>Develop learning artifacts, including course frameworks, instructor guides, participant materials, and self-paced content</li><li>Work closely with subject-matter experts to capture real-world operational context</li><li>Ensure curriculum aligns with classified environment constraints, compliance requirements, and adult learning principles</li><li>Iterate content based on learner feedback, performance outcomes, and mission needs</li></ul><h3>Required Qualifications</h3><ul><li>Associate's degree required</li><li>Active TS/SCI clearance</li><li>Prior experience as a military instructor, government trainer, or formal training developer</li><li>Demonstrated experience training adult professionals in high-stakes, complex environments</li><li>Strong understanding of how personnel transition into classified or clearance-bound roles</li><li>Excellent written communication skills with the ability to convey nuance, context, and intent clearly</li><li>Ability to operate independently, impose structure, and deliver without heavy oversight</li></ul><h3>Preferred Qualifications</h3><ul><li>Military formal schoolhouse, operational training unit, or advanced qualification pipeline experience</li><li>Background supporting intelligence, defense, aerospace, cyber, or advanced R&D programs</li><li>Experience onboarding engineers, scientists, operators, or senior analysts into government systems</li><li>Instructional design, curriculum architecture, or workforce development experience at scale</li></ul><h3>Why This Role Matters</h3>This role directly affects how quickly high-end talent becomes effective inside classified government programs. Strong curriculum reduces friction, shortens ramp-up time, and establishes credibility with professionals who expect substance over polish.

AstroNetix

Principal Training Developer (TS/SCI)/(Remote)

Adult Learning

Aerospace and Defense

D Programming Language

Defense Intelligence

Instructional Design

Military

Onboarding

Regulatory Compliance

Research & Development (R&D)

Sensitive Compartmented Information (SCI)

Top Secret Clearance

Training/Teaching

Training/Teaching Curriculum

Writing Skills

BreezyHR

OTHER

Undertakes continuing professional study in the psychology of the handicapped student in teaching methods related to this field. Counsels individuals and groups of eligible students with educational, occupational, and personal problems.

TITLE: Special Education Teacher QUALIFICATIONS:1. Bachelor's Degree from an accredited institution. 2. A valid Tennessee teaching certificate with endorsement in Special Education. 3. Willingness and ability to work with eligible students. REPORTS TO: Principal, Special Education Supervisor, and Special Education Assistant SupervisorJOB GOAL: To provide each eligible student with a program that will enable him/her to reach his/her fullest physical, emotional, psychological, and behavioral potential.PERFORMANCE RESPONSIBILITIES: 1. Provide a basic core program for eligible students consistent with state education code requirements. 2. Works cooperatively with classroom teachers who have eligible students in regular classes, interpreting the abilities and disabilities of these students to the entire staff, and assisting the student with regular class assignments. 3. Confers frequently with parents and professional staff members regarding the educational, social, and personal problems of such students. 4. Assists other professional staff members in resolving the unique psychological or disciplinary problems of eligible students. 5. Assists in screening, evaluating, and recommending placements of eligible students in the school's Special Education program. 6. Assists the eligible student in making a realistic assessment of his/her abilities and in establishing educational and occupational goals in keeping with these abilities. 7. Counsels individuals and groups of eligible students with educational, occupational, and personal problems. 8. Provides motivation to eligible students who have a short attention span. 9. Undertakes continuing professional study in the psychology of the handicapped student in teaching methods related to this field. 10. Keeps attendance records and all other records pertinent to the Special Education program for state reports. 11. Maintains an up-to-date I.E.P. on all special education resource students and modifies as determined by the IEP Team. 12. Actively participates in all S-Team and IEP Team meetings. 13. Adheres to all local, state and federal laws and guidelines pertaining to Special Education. 14. Performs other duties as directed by the principal, supervisors, or Director of Schools.TERMS OF EMPLOYMENT: Ten, eleven, or twelve month year. Salary and work to be established by the Board and Career Ladder status.EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. Approved by: ________________________________ Date:_______________ Reviewed and agree to by: _____________________ Date:_______________ (Employee)

Greene County Schools

Mosheim Elementary - Special Education CDC Teacher 2026-2027 School Year

Centers for Disease Control and Prevention (CDC)

Federal Laws and Regulations

Performance Reviews

Policy Evaluation

Primary School

Psychology

Record Keeping

Special Education

State Laws and Regulations

Talent Acquisition

CREDENTIALS: Must hold an associate's degree or higher; or have an equivalent of two years college coursework (48 hours) at an accredited institution of higher learning; or pass the Education Testing Service (ETS) ParaPro Assessment. Must be physically active and interactive throughout the school day (i.e., be able to stand for extended periods of time, stoop, bend, do light lifting, push, pull, step and have good finger dexterity, etc.).

Murfreesboro City Schools Full-Time Education Assistant (EA) Revised 12-01-23CREDENTIALS: Must hold an associate's degree or higher; or have an equivalent of two years college coursework (48 hours) at an accredited institution of higher learning; or pass the Education Testing Service (ETS) ParaPro Assessment.OTHER QUALIFICATIONS: Must work cooperatively with adults and children. Must follow directions. Must read and write sufficiently for assisting children. Must protect confidentiality rights of parents and children. Must model appropriate grammar usage. Must support safety and good self-esteem in children. Must be punctual and regular in attendance. Experience with groups of children may be helpful but not required. Light clerical skills may be helpful but not required.PHYSICAL DEMANDS: Must be able to see, hear and move quickly enough to provide for the safety and instructional needs of children. Must be able to articulate clearly. Must be physically active and interactive throughout the school day (i.e., be able to stand for extended periods of time, stoop, bend, do light lifting, push, pull, step and have good finger dexterity, etc.). Must have emotional coping skills appropriate for the management of student behavior. Must tolerate environmental smells and substances commonly associated with children and educational institutions. Depending upon assignment, some EA's/MDA's such as those assisting in the school office and those assisting with comprehensive development programs may be exposed to bodily fluids and therefore need to use universal precautions.PRIMARY DUTIES: To assist in a variety of specific assignments which contribute to the effectiveness of the instructional program and/or the overall school operation. ESSENTIAL JOB FUNCTIONS: Educational Assistants/Mid-Day Assistants in this school system provide a variety of tasks. The specific tasks assigned to each EA/MDA are selected by the principal and may change from time to time based on the needs of the school and/or system. Mid-Day Assistants perform essentially the same duties as an Education Assistant except work only part-time. Specific duties are assigned by the principal.<ol><li style="line-height:normal">Assist in the preparation and maintenance of instructional materials and activities.</li><li style="line-height:normal">Assist with direct instruction (i.e., reading stories, tutoring, administering assessments, implementing teacher plans).</li><li style="line-height:normal">Assist with record keeping.</li><li style="line-height:normal">Assist children with personal physical needs.</li><li style="line-height:normal">Perform light clerical skills (i.e., typing, filing, data processing, operating a copy machine).</li><li style="line-height:normal">Operate audio-visual equipment (i.e., VCR, TV, recorder).</li><li style="line-height:normal">Grade papers.</li><li style="line-height:normal">Monitor large groups of children (i.e., cafeteria, bus room).</li><li style="line-height:normal">Prepare bulletin boards.</li><li style="line-height:normal">Assist in the office.</li></ol>In addition to essential job functions listed above, perform other duties as assigned.STAFF RELATIONSHIP: Report directly to the School Principal.TERMS OF EMPLOYMENT: Full-time Educational Assistants work a 10 month annual contract on the days that teachers at their school work. Salary and benefits set by Board. Non-exempt. Murfreesboro City Schools does not discriminate on the basis of age, race, color, gender, national origin, disability, religion, genetic information, creed, protected veteran status, or any other characteristic protected by federal, state, or local law in the provision of services, programs, activities, employment opportunities, or benefits. Murfreesboro City Schools is an Equal Opportunity Employer. Individuals who need reasonable accommodations for the application or hiring process should contact the Human Resources Department for assistance.

Murfreesboro City Schools

Intervention Educational Assistant Scales

Academic Intervention

Administrative Skills

Audiovisual

Cafeteria

Child Protection/Welfare

Copying Machines

Data Processing

Manual Dexterity

Physical Demands

Student Conduct

Training Program

Training/Teaching Materials

Typing

ADAPTED_NOW

This position works collaboratively with school-based teams, administrators, families, and community partners to assess student behavioral needs, develop and monitor behavior intervention plans, and strengthen staff capacity to implement positive behavior supports. Participate as a member ofIEP teams and 504 teams, student support teams, and other school-based problem-solving teams as appropriate.

<div id="divJobDetails">Job Title:             Behavior InterventionistReports to:          Director of Special Education and Student Services and School PrincipalsSupervises:         N/AType of Position:  ExemptContract:             Full Time; 200 days, 8 hours daily The Behavior Interventionist provides proactive, research-based behavioral support services for students ages 3–21 in general and special education settings. This position works collaboratively with school-based teams, administrators, families, and community partners to assess student behavioral needs, develop and monitor behavior intervention plans, and strengthen staff capacity to implement positive behavior supports. The Behavior Interventionist supports students in accessing instruction in theLeast Restrictive Environment (LRE)and promotes positive learning environments across schools.The Behavior Interventionist reports to theDirector of Special Education and Student Services, in collaboration with school principals.<h2>Essential Duties and Responsibilities</h2><h3>Behavior Assessment and Intervention</h3><ul><li style="font-weight:400">ConductFunctional Behavioral Assessments (FBAs)and developBehavior Intervention Plans (BIPs)aligned with student needs and IEP goals. </li><li style="font-weight:400">Collaborate with teachers and teams to identify target behaviors, determine behavioral function, and select effective interventions. </li><li style="font-weight:400">Assist school teams in implementing behavior plans with fidelity and provide ongoing coaching, feedback, and support. </li><li style="font-weight:400">Monitor student progress through data collection systems and revise interventions based on student performance and outcomes. </li><li style="font-weight:400">Provide direct and indirect supports to students with behavioral, social-emotional, and self-regulation needs. </li></ul><h3>Consultation, Coaching, and Professional Development</h3><ul><li style="font-weight:400">Provide consultation to school staff regarding classroom management, behavior support strategies, and de-escalation techniques. </li><li style="font-weight:400">Model intervention techniques and effective practices within classrooms and other school environments. </li><li style="font-weight:400">Provide staff development and training for administrators, teachers, instructional assistants, and other staff on: </li><li style="list-style:none"><ul><li style="font-weight:400">Positive behavior supports and interventions </li><li style="font-weight:400">Data collection and progress monitoring </li><li style="font-weight:400">Crisis prevention and intervention </li><li style="font-weight:400">Behavioral principles and strategies </li></ul></li><li style="font-weight:400">Support implementation of tiered frameworks and schoolwide behavioral supports, including prevention-based strategies. </li></ul><h3>Collaboration and Team Participation</h3><ul><li style="font-weight:400">Participate as a member ofIEP teams and 504 teams, student support teams, and other school-based problem-solving teams as appropriate. </li><li style="font-weight:400">Work collaboratively with school psychologists, counselors, teachers, and other related service staff to address behavioral concerns. </li><li style="font-weight:400">Partner with parents/guardians to support consistent behavioral expectations and interventions across home and school. </li><li style="font-weight:400">Coordinate with outside providers and community agencies when needed to ensure services are aligned. </li><li style="font-weight:400">Serve as the division-level resource and point of contact for SHaRE (Self, Health, and Relationship Education) requirements as outlined by the Virginia Department of Education (VDOE). </li><li style="font-weight:400">Support IEP teams and case managers in understanding and implementing Virginia’s SHaRE guidelines. </li></ul> <h3>Crisis Prevention and Safety</h3><ul><li style="font-weight:400">Maintain training and certification in non-violent crisis intervention (or approved district program). </li><li style="font-weight:400">Train staff in crisis prevention and intervention strategies and support safe implementation when needed. </li><li style="font-weight:400">Support compliance with all district/state requirements related to restraint, seclusion, and crisis response practices. </li></ul><h3>Program, Data, and Compliance</h3><ul><li style="font-weight:400">Develop and maintain behavior documentation and educational reports as required. </li><li style="font-weight:400">Use strong organizational skills to track student programming and interventions across settings. </li><li style="font-weight:400">Maintain confidentiality and comply with all federal/state laws and School Board policies. </li><li style="font-weight:400">Perform other duties as assigned by the Director of Special Education, school administrators, or designee. </li></ul><h2>Qualifications</h2><h3>Required</h3><ul><li style="font-weight:400">Master’s degree inspecial education, psychology, social work, counseling, or a related field. </li><li style="font-weight:400">Demonstrated knowledge of behavioral principles and intervention strategies for students with challenging behaviors. </li><li style="font-weight:400">Ability to collaborate effectively with teachers, administrators, and families. </li><li style="font-weight:400">Ability to collect and analyze data to guide behavior intervention decisions. </li><li style="font-weight:400">Strong written and verbal communication skills. </li></ul><h3>Preferred</h3><ul><li style="font-weight:400">Endorsement inSpecial Education. </li><li style="font-weight:400">Board Certified Behavior Analyst (BCBA) certification </li><li style="font-weight:400">Experience working with students withAutism Spectrum Disorder, Emotional Disability, and/or significant behavioral needs. </li><li style="font-weight:400">Experience developing and implementing FBAs/BIPs across multiple school settings. </li><li style="font-weight:400">Experience with tiered intervention frameworks and schoolwide behavior supports. </li></ul><h2>Knowledge, Skills, and Abilities</h2><ul><li style="font-weight:400">Knowledge of current best practices for behavior support and positive behavior interventions. </li><li style="font-weight:400">Skill in evaluation, development, implementation, and monitoring of behavior intervention plans. </li><li style="font-weight:400">Ability to coach and train staff through modeling, observation, and feedback. </li><li style="font-weight:400">Ability to organize and manage data collection systems across multiple staff and settings. </li><li style="font-weight:400">Ability to work independently and exercise professional judgment while coordinating with multiple stakeholders. </li></ul><h2>Physical and Environmental Requirements</h2><ul><li style="font-weight:400">Ability to move throughout classrooms and school environments to support students and staff. </li><li style="font-weight:400">Ability to supervise and accompany students during transitions within the building and/or campus. </li><li style="font-weight:400">May require travel between schools/worksites during the workday if assigned. </li><li style="font-weight:400">Position may include significant walking, standing, bending, and occasional physical intervention to maintain a safe learning environment. </li><li style="font-weight:400">Ability to lift/move up to50 poundsand, when necessary, assist with supporting students during crisis situations using approved techniques. </li><li style="font-weight:400">Some degree of physical interaction may occur with students who have difficulty controlling physical behavior. </li></ul><h2>Terms of Employment</h2><ul><li style="font-weight:400">10-month position; salary and benefits established by the School Board per the division teacher pay scale.</li><li style="font-weight:400">Employment is contingent upon meeting licensing/certification requirements and completing required training.</li></ul></div>

Radford City School District

Behavior Interventionist

Radford City School District Jobs

Principal jobs in Charlottesville, VA on your radar? Find the best of them right here on Monster.

The Best Principal Jobs in Charlottesville, VA | Monster

Principal Jobs in Charlottesville, VA

Jobs

Resume Resources

Similar Job Searches

Get noticed by top employers!

Principal Jobs in Charlottesville, VA

Jobs

Principal Software EngineerKLDiscovery

Principal Training Developer (TS/SCI)/(Remote)AstroNetix

Mosheim Elementary - Special Education CDC Teacher 2026-2027 School YearGreene County Schools

Intervention Educational Assistant ScalesMurfreesboro City Schools

Behavior InterventionistRadford City School District

Resume Resources

Similar Job Searches