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Entergy

Energy Market Analyst

New Orleans, LA

The team also provides project support for ETR's business development efforts. This role will serve as the primary liaison for ETR data insights for market intelligence studies encompassing both ...

Entergy

Energy Market Analyst

New Orleans, LA · On-site

The team also provides project support for ETR's business development efforts. This role will serve as the primary liaison for ETR data insights for market intelligence studies encompassing both ...

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$69.2K

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How much do etr jobs pay per year?

As of May 31, 2026, the average yearly pay for etr in the United States is $69,166.00, according to ZipRecruiter salary data. Most workers in this role earn between $57,500.00 and $83,500.00 per year, depending on experience, location, and employer.

What are the key skills and qualifications needed to thrive as an ETR (Education Technology Resource specialist), and why are they important?

To thrive as an Education Technology Resource (ETR) specialist, you need a strong background in educational theory, instructional design, and technology integration, usually supported by a relevant degree and teaching or technology certifications. Familiarity with learning management systems (LMS), digital content creation tools, and classroom technology platforms is essential. Strong communication, problem-solving, and adaptability are crucial soft skills for collaborating with educators and supporting diverse learning needs. These skills ensure effective technology adoption, enhance teaching outcomes, and support continuous innovation in educational environments.

What are some common challenges faced by ETRs (Emergency Trauma Responders) in high-pressure environments?

ETRs often encounter rapidly evolving situations that demand quick decision-making, emotional resilience, and effective communication with medical teams and law enforcement. Managing stress and maintaining focus during traumatic incidents can be challenging, especially when resources are limited or multiple patients require simultaneous attention. Collaboration and continuous training are crucial for ETRs to adapt to diverse emergencies and ensure the best outcomes for those in need.

What are ETRs?

ETR stands for 'Estimated Time of Restoration.' In the context of utility services, such as electricity, an ETR specialist is responsible for determining and communicating the expected timeframe when services will be restored after an outage. This role involves analyzing outage reports, coordinating with field crews, and providing timely updates to customers and stakeholders. ETR professionals play a crucial role in customer communication and operational planning during power disruptions.

What is the difference between ETR vs Environmental Technician?

AspectETREnvironmental Technician
Required CredentialsEnvironmental Technology Certification, Associate DegreeEnvironmental Science Degree, Certification often preferred
Work EnvironmentLaboratory, field sites, environmental agenciesFieldwork, sampling sites, environmental consulting firms
Employer & Industry UsageEnvironmental agencies, government, consulting firmsEnvironmental consulting, government agencies, research labs
Common Search & Comparison IntentUnderstanding roles, qualifications, job dutiesSimilar environmental roles, career paths, certifications

ETRs and Environmental Technicians both work in environmental fields, often collaborating on projects. While ETRs typically focus on environmental testing and analysis with specific certifications, Environmental Technicians may have broader responsibilities including sampling and data collection. Both roles require environmental knowledge, but ETRs often have more specialized testing credentials. Understanding these differences helps job seekers identify the right career path and required qualifications.

More about Etr jobs
What states have the most Etr jobs? States with the most job openings for Etr jobs include:
What job categories do people searching Etr jobs look for? The top searched job categories for Etr jobs are:
Etr jobs near you
Intervention Specialist .5

Intervention Specialist .5

New Albany-Plain Local Schools

New Albany, OH • On-site

$39.90K - $54.80K/yr

Full-time

Posted 8 days ago

Job description

Position Type:
Student Support Services/Intervention Specialist
Date Posted:
3/24/2026
Location:
New Albany Early Learning Center
Date Available:
08/14/2026
.5 FTE
Salary based on experience and educational level on Teachers' Salary Schedule
Overview:
Under the direction of the Director of Special Education and working in cooperation with appropriate district supervisors, teachers, parents, and students, the Intervention Specialist (Pre-K Itinerant Teacher) provides specially designed instruction (SDI) and consultation services to preschool-aged children with disabilities in diverse settings, including homes, community childcare, and district classrooms. This specialized role also serves as the district's primary case manager for Autism Scholarship and Jon Peterson Special Needs (JPSN) Scholarship IEPs, grades PK-12+. The candidate acts as the Special Education Representative for Out-of-District (OOD) meetings, ensuring legal compliance and mandatory representation for students in external programs.
Key Qualifications:
  • Valid Ohio Educator Licenses; General Education (Early Childhood P-3) with Prekindergarten Special Needs Endorsement.
  • Minimum of 3 years in preschool special education with demonstrated expertise in writing IEPs for students with Autism.
  • Ability to negotiate and lead complex meetings with external providers and legal advocates.
  • Strong travel management skills and a valid driver's license for daily travel between community and residential locations.
  • Excellent communication skills with both children and adults.
  • Ability to maintain and organize confidential records.
  • Understanding and commitment to following all related laws and standards, including IDEA and a Deep understanding of Ohio's Operating Standards for Children with Disabilities.
  • Organizational, scheduling, and planning skills to manage a complex caseload and student schedules.
  • Good working knowledge of principles, methods, and procedures for diagnosis and treatment according to IDEA.

Essential Functions of the Job:
Itinerant Instructional & Case Management Services
  • Provide 1:1 or small group intervention to students (ages 3 5) as outlined in their IEPs.
  • Provide services for itinerant students, which includes identified IEP minutes, preschool curriculum, and consultation with families and community teachers.
  • Open all documents, send invitations, write IEPs, and lead meetings for students choosing itinerant services.
  • Create and communicate schedules to families; act as a liaison between families, service providers (SLP, OT), and community sites.
  • Conduct ongoing assessments, including the Early Learning Assessment (ELA) and Childhood Outcomes Summary (COS), and complete progress reports three times a year.

Evaluation Team Member (ETR)
  • Assist with the supervision of preschoolers during the screening process.
  • Complete required observations for students moving from screening to evaluation; document findings in ETR sections 1 and 2.
  • Complete the initial Childhood Outcomes Summary Form (I-COSF) for all preschoolers who qualify for services.
  • Attend all suspected disability and ETR meetings for students at private sites (e.g., CJDS, Marburn), signing as the general education teacher or intervention specialist as appropriate.

Out-of-District (OOD) Representation
  • Attend all OOD IEP and ETR meetings as the mandated Special Education Representative.
  • Ensure services in OOD settings are appropriate, legally compliant, and aligned with district resources.
  • Act as the primary liaison between New Albany-Plain Local Schools and non-public schools or scholarship providers

Knowledge, Skills and Abilities (KSA):
  • Must display competencies in PK screening and assessment, and possess knowledge of interventions to support individual student needs related to disability areas associated with IDEA.
  • Must demonstrate the ability to coordinate special education services and comply with special education rules and due process requirements.
  • Must be able to work in team decision-making situations.
  • Must possess strong consulting skills with school personnel, parents, and other professionals.
  • Must demonstrate knowledge of Multi-Tiered Systems of Support (MTSS) and various evidence-based interventions.
  • Knowledge of and demonstrated ability to use relevant technology for assessment, direct and explicit instruction, accommodations, and communication.
  • Perform all other related work delegated or required to accomplish the objectives of school and/or district initiatives.
  • Must have the demonstrated ability to report to work on a regular and punctual basis with ability to adjust the teacher work day to the appropriate building according to necessary meeting schedules and the negotiated contractual agreement.
  • Ability to communicate effectively orally and in writing.
  • Ability to establish and maintain cooperative and effective working relationships with others.
  • Working knowledge of special education laws, rules, and regulations and of district policies and procedures; and the ability to apply these to help ensure District compliance.
  • Working knowledge of the principles, practices, and ethical standards of preschool services; relevant state and federal laws, rules, and regulations; and applicable district policies and procedures.
  • Ability to deal effectively and appropriately with students, parents, and other educational professionals regarding student concerns and problems.
  • Ability to consult with school personnel in developing and implementing effective interventions for students.
  • Other duties as assigned to best meet the academic and developmental needs of students.
    The Successful Candidate Will:
    Possess the key responsibilities, qualifications, meet the minimum knowledge, skills, and abilities as outlined above, and have a valid Intervention Specialist License to teach in the State of Ohio.
    Physical Demands & Work Environment:
    PHYSICAL DEMANDS: The physical demands described herein are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
  • Position is mostly indoors.
  • While performing the duties of this job, the employee is frequently required to walk and stand. Occasionally the employee will sit and/or run.
  • The employee will frequently bend or twist at the trunk while performing the duties of this job.
  • The employee will frequently squat, stoop, kneel, reach above the head, reach forward and repeat the same hand motion many times while performing the duties of the job.
  • The employee may routinely lift and move objects greater than 50 pounds.
  • The employee must also have the ability to work in a noisy environment, including extreme variations in temperatures to supervise students in and out of the school building.
  • The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance.
  • While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as, a noisy environment and be able to tell where a sound is coming from.
  • The employee must be able to communicate to the team in order to give directions.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually varied depending on classroom or building level activity.
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.

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