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Central Region Educational Cooperative

Employment Opportunities

If you’re the kind of person who feels joy when children succeed because of your contributions, then you’re the kind of person who belongs with an organization like ours. We invite you to apply for a position with CREC where you’ll become part of the solution to improving the lives of children in New Mexico.

Job Postings

Administrative Assistant

Job Objective: Supporting financial systems and program within the CREC.

Reports to: Executive Director and Business Manager.

Required Qualifications for Position:

  • Minimum of high school degree or GED
  • Working knowledge of applicable computer systems including word processing, and spreadsheet software.
  • Effective communication skills, both verbal and written.
  • Flexibility, organization, decision-making, and problem-solving skills.
  • Interpersonal skills, in person, in writing, and on the telephone, with diverse populations.

Major Job Responsibilities:

  • Answers phones and greets clients at the door.
  • Scans Payroll, Accounts Payable, and other general business documents on a regular basis; files W-9s.
  • Pulls RFR documentation for Federal and IGA billing.
  • Logs and takes deposits to bank when needed as well as mail to the post office.
  • Logs and date stamps all invoices; gives to purchasing for payment.
  • Maintains invoice tracker.
  • Supports Program Coordinators with event activities.
  • Maintains tracking of tests and distribution of protocols for related service providers after it is reviewed by program staff.
  • Assists ECECD Program with verification certificates and other items as needed.
  • Schedules and prepares the conference room for upcoming meetings by setting up the room with equipment and refreshments, issuing appropriate PRs, etc.
  • Assist 4 state supported educational programs in records transfer from transferring LEAs through a systems approach.
  • Sets up for council meetings; takes minutes at council meetings and maintains council notebook for audit purposes.
  • Documents and monitors testing materials checkout.
  • Orders/maintains supplies and materials for office.
  • Assists with the purchase receiving of internal office orders by checking in the items/equipment and working with the requestor to verify all items were received and providing necessary paperwork to CPO.
  • Will verify information as new IT equipment comes in and is logged on the inventory tracker as an internal checks and balance to the department.
  • Provides overall clerical support to the office when needed.
  • Other duties as assigned.

Additional Duties:

  • Comply with administrative directives and regulations, Council policies, and local, state, and federal regulations.
  • Safeguard confidentiality of privileged information.
  • Maintain professional relationships and work cooperatively with employees, the community, and other professionals.
  • Maintain professional competence through individual and district training, in-service educational activities, and appropriate self-selected professional growth activities.
  • Meet deadlines and work on multiple projects.
  • Attend staff meetings and conduct, as may be necessary, relevant training.
  • Perform other tasks related to area of responsibilities as requested or assigned by the supervisors.

Please send your cover letter and resume to Corey Lucero via email at clucero@crecnm.org.

Early Childhood Instructional Coach

Minimum Requirements:

  • Master’s degree in a related field such as early childhood education - birth to grade three (plus a minimum of 10 years experience in an early childhood classroom) or special education (plus a minimum of 10 years experience in an early childhood classroom).
  • Level II PED license or higher and special education endorsement or ability to obtain within first year of hire.
  • Dynamic individual with the ability to inspire teachers, staff, and build collaborative partnerships utilizing the practice-based coaching (PBC) model.
  • Ability to develop research-based professional learning material and programs designed to improve teacher practices.
  • Ability to facilitate professional learning virtually and in person, embedding adult learning principles.
  • Ability to implement new concepts/programs/practices in diverse environments.
  • Ability to present information to various audiences.
  • Ability to work in a flexible, cooperative, and professional manner while projecting excellent interpersonal communication skills.
  • Ability to work independently out of a satellite/home office, prioritizing tasks, and utilizing effective time management skills.
  • Ability to work in a team both virtually and in person.
  • Superior problem solving and reasoning skills.
  • Demonstrate leadership qualities with emphasis on the ability to collaborate and support other staff to promote effective performance.
  • Motivated to serve the best interests of the program, meet goals, and produce quality work.
  • Experience with computer word processing, databases, and spreadsheet applications.
  • Comfortable with video conference technology.
  • Valid New Mexico driver’s license and ability to provide own transportation.

Other Desired Qualifications:

  • Experience working in a school setting and or with special needs populations.
  • Experience teaching, facilitating professional learning, or coaching.
  • Experience developing research based professional learning materials and/or programs designed to improve teacher, student and compliance outcomes.

Scope of Work:

  • Ability to schedule, plan, and facilitate focused observations and coaching meetings on a two-week cycle. Utilizing all components of the practice-based coaching (PBC) model with fidelity:
    • Shared goals and action plans
    • Focused observation
    • Reflection and feedback
    • Focused on effective teaching practices in the context of a collaborative partnership
    • Conduct orientations to PBC
    • Use the online TORSH platform
  • Provide additional consultative support such as:
    • Develop and/or disseminate research and evidence-based resources with teachers and administrators.
    • Provide on-site mentoring and modeling for new and returning teachers.
    • Meet with administrators to orient to the practice-based coaching model and the FOCUS: Essential elements of quality for public school preschool classrooms.
    • Provide technology support to teachers/administrators/educational assistants.
  • Track and analyze data as it relates to the practice-based coaching model.
  • Set goals and action steps based on practice-based coaching data.
  • Support the coordination of/and facilitate preschool specific professional learning such as:
    • Intentional Teaching
    • ePyramid
    • Language Essentials for Teachers of Reading and Spelling-Early Childhood (LETRS-EC)
    • Early Literacy Strategies in Action
  • Attend all mandatory professional learning as scheduled by the early childhood instructional coaching coordinators and/or CREC administrator.
  • Maintain regular communication with the coordinators including:
    • Monthly reflective supervision
    • Changes in schedule
    • Changes in coaching caseload
    • District specific issues
  • Maintain up to date time allocation data.
  • Participate in program and professional learning design including implementation of new ideas, problem-solving, and reporting.

Please send your cover letter and resume to Corey Lucero via email at clucero@crecnm.org.

Early Childhood Special Education Instructional Coach

Minimum Requirements:

  • Master’s degree in a related field such as early childhood education - birth to grade 3, special education, or elementary education (plus a minimum of ten years classroom experience)
  • Level II PED license or higher and special education endorsement
  • Dynamic individual with the ability to inspire teachers, staff and build collaborative partnerships utilizing the practice-based coaching (PBC) model
  • Ability to develop research-based professional learning material and programs designed to improve teacher practices
  • Ability to facilitate professional learning virtually and in person, embedding adult learning principles
  • Ability to implement new concepts/programs/practices in diverse environments
  • Ability to present information to various audiences
  • Ability to work in a flexible, cooperative, and professional manner while projecting excellent interpersonal communication skills
  • Ability to work independently out of a satellite/home office, prioritizing tasks, and utilizing effective time management skills
  • Ability to work in a team both virtually and in person
  • Superior problem solving and reasoning skills
  • Demonstrate leadership qualities with emphasis on the ability to collaborate and support other staff to promote effective performance
  • Motivated to serve the best interests of the program, meet goals, and produce quality work
  • Experience with computer word processing, databases, and spreadsheet applications
  • Comfortable with video conference technology
  • Valid New Mexico driver’s license and ability to provide own transportation

Other Desired Qualifications:

  • Experience working in a school setting with special needs populations
  • Experience teaching, facilitating professional learning, or coaching
  • Experience developing research based professional learning materials and or programs designed to improve teacher, student, and compliance outcomes

Scope of Work:

  • Ability to schedule, plan, and facilitate focused observations and coaching meetings on a two-week cycle. Utilizing all components of the practice-based coaching (PBC) model with fidelity:
    • Shared goals and action plans
    • Focused observation
    • Reflection and feedback
    • Focused on effective special education teaching practices, in the context of a collaborative partnership
    • Conduct orientations to PBC
    • Use the online TORSH platform
  • Provide additional consultative support such as:
    • Develop and/or disseminate research and evidence-based resources with teachers and administrators
    • Provide on-site mentoring and modeling for new and returning teachers
    • Meet with administrators to orient to the practice-based coaching model and the special education menu of practices
    • Provide technology support to teachers/administrators/educational assistants
  • Track and analyze data as it relates to the practice-based coaching model
  • Set goals and action steps based on practice-based coaching data
  • Support the coordination of/and facilitate preschool specific professional learning as requested
  • Attend all mandatory professional learning as scheduled by the early childhood instructional coaching coordinators and/or CREC administrator
  • Maintain regular communication with the coordinators including
    • monthly reflective supervision
    • changes in schedule
    • changes in coaching caseload
    • district specific issues
  • Maintain up-to-date time allocation data
  • Participate in program and professional learning design including implementation of new ideas, problem-solving, and reporting

Please send your cover letter and resume to Corey Lucero via email.

Social Worker

Essential Functions

Assessment/Evaluation/Screening

  • Assess, evaluate, and/or screen preschool-aged to twelfth-grade students (ages two through twenty-two years old).
  • Select and use standardized and non-standardized measures that are reliable, valid, and designed for the purpose of their use.
  • Comprise, write, and upload evaluation reports within provided programs and templates, such as Powerschool Special Education. Reports must be comprehensive and include all the necessary, relevant data and information regarding the student’s suspected disability or disabilities and potential eligibility as delineated in NM TEAM, as well as provide information needed for program/educational planning. Upload signed reports into the web-based program, such as Powerschool Special Education, and ensure districts receive a report for the parent(s)/guardian(s) and district records.
  • Facilitate and conduct Functional Behavior Assessment (FBA) for students with behavioral challenges, as needed and appropriate.
  • Participate in Eligibility Determination Team (EDT) meetings (as appropriate). Provide interpretation of assessment and evaluation data, facilitate eligibility determination decisions, and assist in identifying the student’s program/educational needs upon completion of the evaluation(s).
  • Participate in Review of Existing Evaluation Data (REED) process for students with social, emotional, and/or behavioral challenges who are due for a re-evaluation and transfer students (as appropriate).
  • Assist with Child Find activities, as requested by Special Education Director and Director of Programs.

Direct Services

  • Work with school-based teams to facilitate, develop, and monitor Behavioral Intervention Plans (BIP) for students with behavioral challenges. The BIP should be directly linked to the FBA and reviewed/revised, as needed, to meet the student’s social, emotional, and behavioral needs.
  • As part of the IEP team, collect and use data to develop present levels of academic achievement and functional performance and annual goals.
  • Plan and provide appropriate individual and group therapy to students consistent with the goals contained in the Individual Education Plan (IEP) or other educational plan (e.g., Section 504).
  • Monitor students’ progress toward reaching their annual goals, document progress in Powerschool Special Education, or appropriate district forms, and provide feedback to parents on the student’s progress as delineated in the IEP or as needed.
  • Select and use materials, equipment, and other instructional material that are evidence-based, current, and meet the needs of the student(s).
  • Participate on the school’s safety team, if available, and respond appropriately to escalated students who may be harmful to themselves or others.

Consultation/Intervention (Tier I and Tier II)*

  • Consultation with classroom teachers, parents, and administrators to plan and implement interventions and strategies to improve social, emotional, and/or social skills within a response to intervention model (Tier I) including providing developmental guidelines and suggestions/strategies for the teacher/parent to implement.
  • Provide classroom-based social skills instruction with the goal to provide support for the teachers, build capacity, and increase outcomes for students (Tier I) as requested and as time permits.
  • Assist the Student Assistance Team (SAT) in the selection of scientifically based interventions appropriate for the student (Tier II).
  • Consult and provide Tier II support for students with social, emotional, and/or behavioral challenges including collaborating with classroom teachers to design classroom-based interventions.
  • Assist in the proper referral to other specialists, agencies, or facilities for those students who need additional services and/or more intensive treatment.
  • Provide support and technical assistance to school-based teams on Positive Support.
  • Respond to a site-based tragedy/crisis (e.g. death, suicide, etc.) by providing direct services and support, as requested by the CREC Executive Director and/or Director of Programs. *Note: Priority for service delivery is for students suspected of having a disability or who are currently receiving special education and/or related services including direct therapy and progress monitoring (Tier III).

Medicaid

  • Assure compliance with Medicaid requirements for those students receiving direct, billable services.
  • Accurately complete service logs for all therapy sessions provided, assessments completed, missed therapy sessions, and work-related activities in a timely manner.
  • Participate in the web-based Medicaid Administrative Time Study within timelines.

Electronic Documentation

  • Create, document, and finalize all reports, records, and other documents using district or site-approved programs, Powerschool Special Education, and Maxcapture for the students served.
  • Keep current on program changes and provide feedback for improvements, as appropriate.

School Climate/Improvement

  • Maintain effective working relationships with colleagues, CREC staff, and the schools served to improve outcomes for students and build/maintain a collaborative culture.
  • Present a positive role model for students and district staff that supports the mission of the school district and Central Region Educational Cooperative.
  • Effectively communicate with colleagues, students, and parents regarding the eligibility, progress, and needs of the student.
  • Maintain confidentiality according to FERPA, HIPPA, and other professional ethics.
  • Create an environment conducive to effective test administration, data collection, and therapy.
  • Use behavior management strategies according to board policies and administrative regulations to ensure a safe and positive environment.

Professional Growth and Development

  • Demonstrate behavior that is professional, ethical, and responsible.
  • Seek professional development to remain current in the field of school social work.
  • Attend meetings and participate in other activities to promote professional growth in areas supported by research and designed to increase student outcomes, effective practices, and special education compliance.

School or Community Relations

  • Support, follow, and articulate Central Region Educational Cooperative’s mission and vision to the communities and schools served.
  • Demonstrate the use of appropriate and effective techniques to increase and enhance community and parent involvement as it relates to student’s educational needs.

Other Duties

  • Comply with policies and procedures established by federal and state law, New Mexico Public Education Department, Central Region Educational Cooperative, local districts’ board policies, and local school schedules and routines.
  • Meet state and national requirements to maintain licensure.
  • Maintain accurate accountability records and submit within timelines.
  • Other duties as assigned by the Executive Director or Director of Programs of CREC.

Please submit cover letters and resumes to Vicky Fuessel or Mandy Thrasher.

Speech-Language Pathologists, Occupational Therapists, Social Workers, and Educational Diagnosticians for the 2021–2022 School Year - Part Time/Full Time

CREC provides support services to seven New Mexico rural school districts and four state-supported programs that include related services, early childhood programs, pre-employment transition services training, technology assistance, administration support, grant administration, and more. Our positions require the ability to work effectively in a multicultural setting and on a multi-disciplinary team, with an additional stipend offered to those who are bilingual.

We offer the following employee benefits:

  • Salary ranges from $45,000 to $63,920 depending on years of experience and PED license level
  • Employees assigned to sites outside of Albuquerque are paid for drive time and receive the state rate for mileage (currently $0.46 per mile). Employees use their own vehicles for travel.
  • Up to 20 years of experience accepted.
  • Benefits provided for both part-time and full-time employees
  • Retirement plan through the Educational Retirement Board
  • Full-time employees are granted nine sick leave days and two personal days per year
  • Services provided to four-day and five-day per week school districts
  • Our member districts include: Estancia, Jemez, Laguna, Magdalena, Mountainair, Quemado, Vaughn, Children’s Psychiatric Center, Juvenile Justice, NM Corrections Department, and Sequoyah Adolescent Treatment Facility
  • We currently provide outside contract services to Albuquerque Public Schools, the Public Academy of Performing Arts, and Reserve

Minimum Qualifications:

  • Licensure with the appropriate New Mexico Board or eligible to apply for license (Board of Examiners for Occupational Therapy or Speech Language Pathology and Audiology Board)
  • Licensure with the NM Public Education Department or eligible to apply for license
  • Although school-related experience is preferable, beginning OTs/SLPs and those new to the education environment will have access to experienced, supportive staff to enhance their success in the position

Please respond with a letter of interest, resume, and copies of licenses to Vicky Fuessel or Mandy Thrasher, related service coordinators reachable at (505) 889-3412.

SLPs, PTs, OTs, Social Workers, and School Psychologists (to develop a CREC pool) 

  • The CREC provides services for rural school districts and state-supported schools throughout central New Mexico. For related service positions, you will need to use your own vehicle for travel. These positions require the ability to work effectively in a multicultural setting and on a multi-disciplinary team. Bilingual skills preferred. 
  • The CREC offers a competitive salary, benefits, mileage reimbursement, payment for travel time, and education retirement. 

Requirements:

  • Must be licensed through NM Public Education Department with school related experience (preferable) 
  • Respond with a letter of interest, resume, and copies of licenses to: Vicky Fuessel, related services coord.
    Email |(505) 889-3412 

Regular Education Teachers and/or Special Education Teachers

Sequoyah Adolescent Treatment Center is immediately hiring for two full-time regular education teachers and/or special education teachers. This teacher will be responsible for 8th through 12th-grade students with a maximum class size of nine. We are seeking a dynamic educator with regular education and/or special education experience. We offer 32 days paid non-teaching days with ten paid federal/state holidays.

Teacher responsibilities:

  • Coordinate delivery of instruction for students as required under individual learning plans
  • Foster a collaborative environment that is conducive to learning and student growth
  • Ensure a sustainable relationship/connections with students, school personnel, and members of the facility by communicating in a confidential, polite, and refined manner
  • The special education teacher will be able to understand and administer the IEP process and required documentation

Requirements:

  • Teaching license from the state of New Mexico
  • Prior teaching experience preferred
  • Successful completion of a background check
  • Ability to create an effective working relationship with school and facility personnel
  • Ability to meet deadlines, work on multiple projects, and coordinate details with others
  • Demonstration of effective classroom management techniques

Please send a resume and letter of introduction to Carmela Sandoval, administrator, Sequoyah Adolescent Treatment Center and Rick Morrison, education director, SATC. Phone number is (505) 222-0325.

Structured Literacy Coach

Position General Summary:

The Structured Literacy Coach will support school sites in implementation of Structured Literacy in schools requesting coaching supports. This aligns to the statewide literacy initiative and efforts between the Regional Education Cooperatives (RECs) and representatives of the New Mexico Public Education Department (NMPED). Literacy coaches must have the ability to support teachers, school reading coaches, interventionists, and administrators in planning, organizing, and delivering instruction to meet individual and school needs utilizing state guidelines and district or charter school Literacy Plans.  Assignments will include primarily in person support, but will also have the opportunity for some virtual (synchronous and asynchronous supports). Literacy coaches will also be responsible for developing and delivering professional learning opportunities as it relates to school needs in Structured Literacy evidence-based practices. Coaches will be trained as local LETRS 3rd Edition Facilitators to support providing professional learning in LETRS to supporting schools and REC member districts. 

Essential Position Functions:

  • Facilitate the understanding of reading and writing by:
    • Familiarize teachers and school administration with the research on foundational reading skills which include all components of language and the science of reading.
    • Impart knowledge of the ELA CCSS in each grade level and WIDA ELD standards.
    • Know and support teachers and school administration in alignment of curriculum, standards, statewide initiative, instruction, and assessment.
    • Understand and support learning for multilingual learners and students with disabilities.
  • Guide the understanding of pedagogy by:
    • Familiarize and guide teachers and school administration with research-based practices in literacy instruction.
    • Provide teachers with a collection of effective instructional strategies to draw upon in their instructional practices.
    • Utilize NM PED’s pedagogical and training supports in coaching (e.g., LETRS).
  • Provide monitoring and support by:
    • Support data collection and analysis to ensure that data is being used effectively to inform instruction to support student growth and achievement.
    • Work with school administration to create school-wide focus on goals for literacy (reading and writing) achievement.
  • Provide coaching by:
    • Understand adult learning and create a collaborative partnership with teachers to support the implementation of new teaching practices in the classroom.
    • Facilitated meetings for professional learning on instructional practices, data support, classroom environments, or literacy research needed to support ongoing development of teachers.
    • Complete observation and feedback cycles at least monthly to support teacher goal setting and implementation of new practices.
  • Professional learning experiences provided:
    • Participate fully in professional development opportunities and professional research and reading.
    • Attend all professional learning offered for Structured Literacy by NM PED to include coach training provided by PSB and Community of Practice meetings with NM PED and consulting partners.
    • Regularly communicate with school administration, reading specialists, colleagues, and experts in order to keep well-informed of the current and developing research.
    • Work collectively with peers and NM PED in reflecting on personal learning and how that learning supports student achievement and growth of students.
    • Participant in communities of practice with colleagues to deep coaching understanding.
  • Other duties as assigned by REC or NM PED.

These essential functions are not to be construed as a complete statement of all duties performed. (Employees may have other job-related duties as needs arise).

Preferred Requirements:

  • Masters’ Degree in a related education field, to include:
    • Educational Administration, Elementary Education, Curriculum and Instruction, Reading, etc.
  • Instructional Coach Experience

Minimum Requirements:

  • Valid NM Teaching License (level 2 or 3)
  • Bachelor’s degree in Education
  • Eligibility for Reading Endorsement or Certification
  • Expertise in Structured Literacy

Knowledge Abilities and Skills:

  • Excellent verbal and written communication skills.
  • Solid knowledge of government, corporate and grant writing requirements, and the proven ability to meet them.
  • Excellent grammar, writing, editing, and research skills.
  • Highly organized individual, capable of handling multiple priorities, meeting deadlines, and managing time effectively.
  • Ability to successfully gather necessary information from a wide variety of people in an efficient and effective manner.
  • Ability to work independently as well as an effective collaborator.
  • Access to reliable transportation; travel required.

General Core Competencies for Success

Communication Skills

Clearly and effectively conveys and/or presents information verbally; summarizes what was heard to mitigate miscommunication; Shares ideas and perspectives and encourages others to do the same; Informs others involved in a project of new developments; Disseminates information to other employees, as appropriate; Effectively uses multiple channels to communicate important messages; Keeps supervisor well informed about progress and/or problems in a timely manner; Writes in a clear, concise, organized and convincing way for a variety of target audiences; The written message is consistently error-free; the written message has the desired effect on the target audience.

Client Focus

Prioritizes clients (internal and external) and their needs as primary and is dedicated to meeting their expectations; Develops and supports client relationships; builds credibility and trust; Quickly and effectively solves client problems; Provides prompt, attentive service in a cheerful manner; adapts to changing information, conditions, or challenges with a positive attitude; Incorporates customer feedback into delivery of service to provide the best experience possible for the client. Actively promotes RECs in community by serving as a REC ambassador.

People Skills

Relates well with others; treats others with respect; shares views in a tactful way; shows diplomacy by approaching others about sensitive issues in non-threatening ways. Considers and responds appropriately to the needs, feelings, and capabilities of others; fosters an environment conducive to open, transparent communication among all levels and positions; takes the initiative to get to know internal and external clients.

Functional/Technical Expertise

Has the skills, abilities, knowledge, and experience to be successful in functional area of expertise; Dedicates time and energy to keeping abreast of the latest information related to area of expertise and technology; Picks up on technology quickly; Does well in technical courses and seminars; Produces high quality work in organized and prompt manner.

General Individual Competencies for Success

Peer Relationships

Finds common ground and solves problems for the good of all; can represent own interests and yet be fair to other groups; solves problems with peers with minimal “noise.” Is seen as a collaborator and is cooperative; easily gains trust and supports peers; encourages collaboration; Is candid with peers.

Creativity

Suggests new and unique ideas; easily makes connections among previously unrelated notions; tends to be seen as original and value-added in brainstorming sessions; takes calculated risks. Is not afraid to try new things.

Self Knowledge

Seeks feedback; Gains insight from mistakes; Is open to constructive criticism; is not defensive; Proactively looks to understand strengths and areas for growth; applies information to best serve organization; Recognizes how behavior impacts others and incorporates insight into future interactions objectives and goals.

Planning

Accurately scopes out length and difficulty of tasks and projects; sets objectives and goals; breaks down work into process steps. Develops schedules and task/people assignments; expects and adjusts for problems and roadblocks; measures performance against goals; evaluates results.

Organizing

Uses time effectively and efficiently; concentrates efforts on the more important priorities; can address a broader range of activities because of organizing time efficiently. Can marshal resources (people, funding, material, support) to get things done; Can orchestrate multiple activities at once to achieve a goal; Arranges information and files in a useful manner.

Problem-Solving

Uses rigorous logic and methods to solve difficult problems and find effective solutions; probes all sources for answers; can sense hidden problems; excellent at honest analysis. Looks beyond the obvious and does not stop at the first answers.

Results-Oriented

Can be counted on to exceed goals successfully; very bottom-line oriented; steadfastly pushes self and others for results; is full of energy for the things seen as challenging; not fearful of acting with a minimum of planning. Consistently seizes opportunities and achieves or exceeds goals.

Physical Requirements and Environmental Conditions

  • Location: Remote.
  • Frequency of Travel: Travel is required for school visits to SLCs, some meetings, trainings, and conferences; locations vary and might require overnight stays.
  • Light physical activities and efforts required working in a remote/office environment.

(Reasonable accommodations will be made per existing ADA requirements for otherwise qualified individuals with a disability).

NM RECA does not discriminate in admission of or access to, or treatment of employment in its programs and activities based on race, color, religion, age, sex, national origin, marital status, disability, genetic information, or any other reason prohibited by law.

Please send your cover letter, resume and copy of your license to Corey Lucero via email.