Hartford School District Newsletter

February 6, 2026

Dear Hartford School District Learning Community,

It sure has been Winter lately! I hope you are all staying toasty and warm as we continue to face these Arctic temperatures!

I have been thinking a lot about the cold weather throughout these last few weeks, how still and quiet and convicted it is in its presence. I was reflecting on this with some parents in the district just yesterday, how fascinating the weather has always been but how much the meaning and importance has shifted in its urgency; to track the weather now is to ensure the safety of everyone in the district, after all!

This Winter, in particular, I have been amazed by the breadth and depth of winter and the ice that forms and the time it takes for the ice to thicken on our ponds, rivers, and lakes, and how much we need to trust that we are receiving the information we need in order to fully enjoy any recreational activities we may participate in on these now still bodies of water.

I appreciate the patience we must have and the surrender we must find in order to wait for nature to provide these conditions for us to marvel in and embrace to experience joy. It forces us to slow down and recognize that there is only so much we can control, only so much we can do to quicken nature's pace, and that is actually pretty comforting.

Thank you for trusting us, for reviewing information from us and asking great questions, for sending your students to us, for partnering and collaborating with us, and for believing that we are giving your most precious treasures, our students, what they need to marvel in, embrace, and experience the joy of learning.

Throughout this newsletter, which is focused on the Vision of a Graduate section on "Academic Competency and Critical Thinking," you will see some of the ways in which we gauge academic competency and teach critical thinking.

This year has been a journey through the Vision of a Graduate and all of the sections of the vision that focus on "LEARN." We have been auditing and inventorying all that we do to address this aspect of the vision, and will then move on to how we measure what we do and how effective what we are doing is in leading to positive student outcomes.

Much like waiting for the ice to form on our ponds, rivers, and lakes, it takes time, and, it's worth the wait, as the stakes are high.

Enjoy!

Warmly,

Caty Sutton

Superintendent

Hartford School District

suttonc@hartfordschools.net

At the HSD board meeting on January 21, 2026, Director of Finance, Jacob Vezina, gave an illuminating presentation on how education is funded in Hartford. This is important to note, as in some of the resources I have linked below, you can get a general understanding of how education is funded in the state without necessarily understanding how that applies to Hartford and individual towns throughout Vermont.

You can find a link to Jacob's presentation here, there are some slides below, and I have also included a number of articles that provide an explanation of Vermont's complicated approach to funding education in the state.

You will also see that there are articles below that explain how the implementation of Act 73 would change education funding and that we would shift to a foundation formula, leading to a significant decrease to our budget, and this would also mean that local communities would no longer vote to approve their school district's budget.

Another legislative proposal, which is also explained below through a VT Public article, would put a cap on school spending in FY 2028, which would also pose a considerable challenge for funding our schools, programming, and experiences and cocurriucular opportunities for our students in Hartford.

If these topics are concerning to you or you have questions, please reach out to our local legislators (contact information can be found here), and we also plan to host a panel or forum or opportunity for you to speak with our legislators at an upcoming board meeting.

At the last HSD board meeting on Wednesday, February 4, 2026, Superintendent Caty Sutton gave the board and the community a preview of the HSD Annual Report through a "Highlights" presentation!

A PDF of Caty's presentation can be found below in a few slides!

A big "thank you" is due to Tessa Johnson for putting together such a beautiful report for us, and to all of the many administrators and educators throughout the district for providing meaningful content and photos so the community has access to all of the wonderful things happening in our district!

Please review the letter below for information about our Options-Based Drills, as required through VT Act 29.

If you would like to know more about the statutes, trainings, and resources that guide our school safety work, please use this link to access the VT School Safety Center website.

Here you can find up-to-date information that we reference frequently to remain in compliance and adhere to state law, as well as to ensure that our practices are up-to-date and we are receiving the training we need to keep our schools safe and secure for our students and staff.

Because there would be too much variability in school safety practices throughout the state, school safety and security is largely guided through state statute.

We have worked with local law enforcement as well as the HFD and the Fire Marshal and other consultants to ensure that we have proper systems in place; for example, best practice with regard to radio use include using district-issued and programmed radios that are issued to individuals with specific roles in each building, such as administrators, administrative assistants, nurses, behavioral interventionists, school counselors, PE educators, and any educator who may be on duty for recess or may be taking students outside, but the individuals who have district-issued radios can vary a little by school and depending upon who is on each school's crisis and emergency response teams.

If you have any questions about any of these topics, please contact Superintendent Caty Sutton and/or Assistant Superintendent Aron Tomlinson, and we can follow up with you.

Our commitment to the Vision of a Graduate—viewed through the lens of LEARN—challenges our students to go beyond the "finish line." We aim for them to develop the critical thinking necessary to evaluate complex information and solve problems in both academic and personal contexts.

To foster this growth, our curriculum must be both rigorous and adaptable. On January 19th, educators from across the district (PK–5 grade-level teams and 6–12 vertical departments) gathered to calibrate our Proficiency-Based Learning Outcomes (PBLOs). This session was a structural deep dive, ensuring our instructional strategies and content align seamlessly with state Educational Quality Standards across every grade level.

While this meeting focused on refining our standards, it represents "Phase One" of a larger, iterative process. Moving forward, we will use the outcomes of these professional conversations in tandem with our district assessment data to articulate our next steps. This continuous cycle of refining our "map" and then checking our "progress" ensures that our curriculum remains responsive to the evolving needs of every student.

(Photo of fourth graders engaging in quick images)

In reading and writing at Dothan Brook, students practice close reading skills, asking questions about text structure and author perspectives, and making inferences supported by evidence. Through writing, students are encouraged to organize ideas clearly, reflect on their thinking, and revise based on feedback. These habits build strong communicators who can analyze information thoughtfully in any subject.

(Photo of kindergarteners solving problems about frogs on a log)

Science throughout DBS focuses on investigations and problem solving. Students learn to conduct and design experiments, make observations, collect data, and draw conclusions grounded in evidence. Whether exploring ecosystems or weather patterns, students are asked to wonder, observe, test, and reflect, building both scientific knowledge and the thinking skills needed to ask meaningful questions and solve problems.

Through social studies students explore history, culture, and civic concepts. By analyzing primary sources, comparing perspectives, and engaging in respectful discourse, students make connections between past events and current issues. The work that DBS students engage in nurtures thoughtful citizenship and deeper understanding of the world around them.

Every day at Dothan Brook, students are making connections, thinking deeply, analyzing, communicating, and learning.

"You Otter Know": February 6, 2026

The kindergarteners are learning about digraphs, which are pairs of letters that work together to make one sound (like sh or ch). Students practice listening for these sounds, finding them in words, and using them when they read and write. Through songs, games, and hands-on activities, children are learning how letters can change when they work together. This helps build strong early reading skills and encourages students to think carefully about sounds and words as they become more confident readers.

The fourth graders are learning how to multiply two-digit numbers by two-digit numbers by working in small groups and learning centers. They use an array model, which helps them see how multiplication works by breaking numbers into smaller, manageable parts. Students talk through their thinking, explain how the pieces fit together, and check their work as they solve problems. This approach helps students build confidence and a deeper understanding of multiplication, not just memorizing steps, and encourages them to think carefully about why their answers make sense.

The second graders are learning spelling patterns and discovering that some parts of words need to be learned “by heart.” To help make this learning stick, students use a variety of fun and active strategies such as doing jumping jacks while spelling, whisper-spelling the words, and practicing writing them. Using movement, speaking, and writing together helps students remember spelling patterns more easily and supports different learning styles, making spelling practice engaging and effective.

The Howler: January 31, 2026

Problem-solving and critical thinking consistently top the list of things families at WRS hope we can teach their children. Students are often challenged to think deeply about content in science and during EL Modules. They are presented with complex problems to solve in math and are expected to show and be able to discuss their thinking. These are hard things to do and build academic competency. The challenge for teachers, often, is getting students to apply this learning to novel and unique situations.

The way this is accomplished often happens with teachable moments and through guided reflection (in real time as things come up)

• What happened?
• What were you hoping?/ What’s your goal?
• What are you struggling with?
• What might you try?

These sorts of learning conversations happen all the time in a STEM class or during math menu launch times.

But some of my favorite times happen when students apply this critical thinking and problem-solving to personal situations. WRS’s winter sports program has the goal of giving kids uniquely challenging experiences that push them to learn through doing. Over six weeks, we engage students in thinking through the application of skills and new learning. The biggest benefit of the program is that they get to test it out in real time, with a short feedback loop. You will know right away if you made a “pizza” correctly with your skis. You also learn pretty quickly that if you take off all your boots in the show, before putting on your ice skates, you get cold feet! Depending on the child, the experience and challenge can range from things as simple as remembering your gear and staying organized to dealing with sensory issues and discomfort (think ‘cold, hard ice skates’). Our hope is that we can help students apply critical thinking skills while pushing themselves to do things they have never done before–providing memorable experiences they can be proud of!

Weekly Review: February 5, 2026

Recently, Team Atlas 8th graders visited Montpelier. Students toured the State House, the Supreme Court, and the Vermont Historical Society Museum. In Social Studies, students have not only learned the basics of how our government functions, but have studied themes of justice and social reform via units on Reconstruction and the Gilded Age. Students brainstormed an idea for a bill (repealing Vermont's sales tax) as part of our tour of the State House. We were lucky to meet with Becca White, one of our State Senators, who shared some of the bills she has introduced and why she feels they will help Vermonters. At the Supreme Court, students participated in a mock trial, which brought up interesting questions about private property and individual rights. What defines a"public highway" certainly intrigued students and led to vigorous debate. Finally, students completed a scavenger hunt at the VHS museum, getting to see artifacts directly related to some of the history we have studied in the last year and a half. Overall, when we returned to school, students were able to relate what we saw to our current unit about the Gilded Age. Interestingly enough, students decided that their idea for a bill wasn't enough to help people in Vermont and stated that if they returned they would have chosen to raise the minimum wage instead.

Jen Boeri-Boyce’s 8th grade social studies class in their Vermont Supreme Court mock trial on a recent trip to Montpelier.

To be a good scientist, you must be able to articulate and share your ideas both orally and via written expression. Writing in science requires an immense cognitive load. Students must understand the content enough to critically think about, and connect, the concepts they are studying and then take these ideas and put them on paper. Just as with any content area, the ability to write well allows you to better share your ideas with others. This is something that 8th Grade Nebula students are constantly being reminded of, and so we practice science writing regularly in class.

Students in Nebula 8th grade science class have been focused on understanding the Law of Conservation of Matter. Students have examined different chemical reactions at the atomic and macroscopic scales. In class, students experiment by combining various substances, such as alka-seltzer and water, vinegar and baking soda, or calcium chloride, baking soda, and water, and write their observations on the ensuing reactions. Students learned to make accurate macroscopic observations, and using these observations, to determine if a chemical or physical reaction had taken place. Using both online simulations and atomic level diagrams of the reactions, students were asked to make observations at the atomic scale. Using these atomic level observations, students were tasked with explaining the Law of Conservation of Matter by using evidence from their experiments to provide examples of how this law is followed.

Teaming up with one of our reading specialists, the science teacher worked with students to revise an unelaborated paragraph, an exercise provided by The Writing Revolution. Together, the teacher and students made revision notes on the original unelaborated paragraph. Students were broken into groups and then asked to create a revised paragraph based upon the revision notes. Some students chose to independently write their own paragraph first, then share with their group, whilst others teamed up to write drafts together. Each group’s final paragraph was written on a big piece of chart paper. Afterwards, students participated in a gallery walk to read the work of other groups.

8th grade writing on the Law of Conservation of Matter is where critical thinking meets paper and becomes evidence of students applying their real-world observations to big scientific concepts.

HMMS students in PLACE class are collaborating with the Hartford Community Coalition (HCC) to connect with their community by learning about birds! Students are using critical thinking and problem solving skills by designing and building bird feeders to hang around our community this winter. Some feeders will go home with students, others are going to seniors in our community. Some PLACE students are working on a guide to common birds that people might see at their new bird feeders in the winter in Vermont. Other PLACE students visited some knowledgeable neighbors to learn about what birds they commonly see in our neighborhood. In PLACE class students can choose from a menu of projects based on what interests them. The goal is for students to engage in learning in an active and hands-on way. This winter bird project has allowed students to choose their focus and engage in learning in a way that works for them.

Most Fridays from 3:00 PM – 5:00 PM, the STEM room transforms into a laboratory where club members gather to research, learn, and conduct hands-on science experiments.

The club is led by SPARK @ Dartmouth, an outreach organization dedicated to expanding youth access to STEM education in the Upper Valley. For the past three years, SPARK has collaborated with HMMS to provide interactive, age-appropriate STEM opportunities specifically designed for girls. Each year the learning there is focused on a specific theme. This year our members are diving into the world of Cosmetic Chemistry. By exploring scientific concepts like polymers and pigment extraction, students have already successfully made their own Custom Nail Polish, Eye Shadows, and Blush

The year will culminate in an exciting entrepreneurial project. Club members will design, create, and market their own original products to the community. Keep an eye out for more information this Spring as the club members will be inviting community members to attend their final presentations and see (or purchase) the incredible products these young scientists have developed.

🧬A quick note on why this matters: Programs like these are vital because, while women make up nearly half of the total workforce, they represent only about 35% of the STEM workforce. By focusing on these groups early, the HMMS and Dartmouth partnership is helping bridge that gap!

The following was read at the recent festival concert,, where Ms. Chapman’s award was announced:

“Kristen Chapman has been teaching at Hartford Memorial Middle School for 24 years. She teaches Chorus, General Music, Glee Club, Drama Club, and directs the annual musical production. Kristen is very dedicated to her students and program, and is a beacon for students who need a place to be connected, included, and to share their talents with others. Recently Kristen started the Rising Stars Summer Theater Program, providing an opportunity for elementary school aged children to perform in a musical theater show. Kristen can frequently be found volunteering for the greater Hartford community and District VI, where she serves as treasurer and middle school chorus manager. Kristen is a selfless human who teaches with compassion and empathy; she is also a reliable friend and colleague.”

We are SO proud of you Ms. Chapman!!!

HMMS Newsletter: February 6, 2026

Place-based education uses our community as part of our classroom. In our interdisciplinary course, Learning Through Place, students explore local history, ecology, industries, and community issues while working with people and organizations right here in our region. Along the way, they build strong academic skills—reading, writing, research, problem-solving, and communication—because they are using them for real purposes.

This work doesn’t stop in one class. Thanks to the Rowland Foundation, teachers at Hartford High School have been intentionally incorporating place-based principles across other content areas so that students continue to learn through local topics and real-world questions in English, math, science, social studies, world languages, PE, work-based learning and beyond. By asking meaningful questions, gathering evidence, reflecting on learning, and considering multiple perspectives, students develop critical thinking skills and produce high-quality evidence of their learning that helps them better understand their world and their role in shaping its future.

Students from Ms Chaput's Spanish class practiced their critical thinking skills by visiting the Orozco murals at Dartmouth to learn about Mexican social realist, José Clemente Orozco and his famous installation, The Epic of American Civilization.

Students in Dr. Wyman and Mr. Provoncha's class, Learning Through Place, took their tree identification skills out of the book and into the field as they worked to practice identifying trees in our place using observation skills.

Exhibition Night is an opportunity for students to publicly showcase their learning to family, peers, teachers, and community members. Hartford High School has two Exhibition Nights a year - one for each semester. Some classes require a student exhibition led by our Student-Created Independent Project (SCIP) students. There are upwards of 100 students presenting at each Exhibition and a walk around the gym allows one to truly understand the varied interests and passions of our students. Over the past years it is hard to imagine a project that has not been part of these student displays. Listening to our students talking about their projects is a window into Hartford’s vibrant learning community as the students take the audience on a journey from their first thought to their finished project. This is a unique way for our students to exhibit their learning.

Hartford High Lites: January 16, 2026

Great things are happening in our classrooms — and they’re leading directly to real-world credentials for students.

Across our career and technical programs, students have been working hard to earn industry-recognized certifications (IRCs) that prepare them for both employment and continued education. These credentials show that students have mastered skills that employers value right now.

This year, we are seeing a significant increase in the number of students earning certifications, a trend supported by our Comprehensive Local Needs Assessment (CLNA) data and a strong focus on hands-on, career-ready learning

So far, 76 students have earned their OSHA certification, demonstrating knowledge of workplace safety standards that are essential in fields such as construction, manufacturing, and technical trades. We are on track for more than 100 students to earn OSHA certification by the end of the school year.

In addition to OSHA, students in our programs are earning certifications that align directly with their career pathways, including:

• ASE (Automotive Service Excellence) certifications in our automotive programs

• Welding certifications that validate technical skill and precision

• Adobe Illustrator certification in Design Illustration Media Arts

And more are on the way as the year wraps up:

• Cosmetology students preparing for their state licensure

• Culinary students working toward American Culinary Federation (ACF) credentials

Industry certifications give students a powerful advantage. They:

• Show employers that students meet industry standards

• Strengthen college and career applications

• Often lead to higher starting wages

• Build confidence through real achievement

We are proud of the dedication our students are showing and grateful to our instructors and industry partners who help make these opportunities possible. These certifications are more than test results — they represent students stepping confidently into their futures.

Hartford Area Career and Technology Center is expanding its Adult Education offerings to better serve all who are seeking career training, skill development, and new professional pathways right here in the Hartford School District.

Director Jennifer Opalinski is spearheading several new programs this year, including Electrical I, beginning March 2. Here we see (from left to right) Steve Richard, owner of Richard Electric, Lance Johnson, HACTC Building Trades Instructor, and Pete Henderson, Plumbing instructor in Barre, look over plans for a new electrical wall for students in Electrical 1 to practice their wiring skills.

Microsoft Excel class starts April 28th, Phlebotomy program starts May 11th and QuickBooks is coming soon. Register today at hactc.com/adult-ed.

Looking ahead to the fall, Dental Assisting, led by Dr. Mari Berry, will begin in September. Jennifer recently toured The Hugh J Gallen Center to learn more about their DA program.

A Dental Assisting Advisory Board is ready to help Jennifer get a hybrid model dental program off the ground.

From left to right, Dr. Mari Berry of White River Smiles Dentistry, Dr. Kristin Bradley from Red Logan Community Dentistry, Barbara Farnsworth from DHMC Public Health, and Director of Adult Education, Jennifer Opalinski.

All adult education programs are designed with adult learners ages 17+ in mind, and offer practical, career-focused instruction taught by experienced professionals. Enrollment is now open for upcoming spring courses. For more information on programs, schedules, and registration, contact Hartford Area Career and Technology Center Adult Education Program at hactc.com/adult-ed.

Follow us on Facebook and Instagram @hactcadulted

Highlights from the HACTC: January 30, 2026

John Elder Robison was diagnosed as Aspergian when he was 42 years old. Before this, he had no idea why he couldn’t make friends. He “didn’t fit in.”

He dropped out of high school and was living in a Western Massachusetts farmhouse with a band, and one day the guitarist’s amplifier was broken.

John, with no credited work on any electrical devices, much less a guitar amp, set about to fix it.

Little did he know that the “Butterfly Effect” was set into motion. As other musicians heard the unique sound of this one amp, they began to bring their amplifiers to John not for repair, but for a Robison Upgrade.

Well, fast forward a decade or so and as John was sitting in a room, Ace Freely, the lead guitarist for the wildly popular band Kiss, came in with a guitar and began to gouge at it with a chisel.

John asked him what he was doing, and Ace explained. John replied, “I can do that.”

You see, at that point John was the sound- and pyrotechnics guy for Kiss, and was responsible for designing and constructing Freely’s famous guitars which emitted smoke, sparks and fire, and blinding light during the then wildly popular (and as some saw them, scandalous!) Kiss World Tours.

As an Aspergian, John could not “read” body language, tone, irony or sarcasm, so he’d repeatedly react to the comments of others in a wildly inappropriate way.

Someone would tell him a family member had passed away, and as a young child he’d laugh and respond with a description of the trick he’d just played on his brother. Another would tell him a joke or pay him a compliment, and be disappointed as John would seem not to care.

He cared, deeply, about others, but he just did not have the capacity to respond “as any normal person would.”

Then came his diagnosis as Asperdian in his early 40s. Like everything John does, he dove headfirst into learning everything he could about this diagnosis and how it held him back, and sought ways to understand it, seek help, and to learn and to develop strategies to use in a variety of situations.

One of the strategies was responding to the comments of others with an enthusiastic (though ambiguous) “WOOF!”

Someone told him sad news: “WOOF!” And the person felt John’s remorse.

A joke? “WOOF,” John replied, allowing the ‘comedian’ to feel satisfied that John got it!

Sometimes a student “Finds Their Woof!” from the joy and comfort that animals bring them.

Please see the latest Equity Updates in the January 2026 Equity Newsletter!

Things are hard right now and we need to make sure we are able to protect and manage the safety and well-being of ourselves, our families, friends, and community. In this newsletter, we offer some tools and resources to help us have these conversations, take action, and get what we need.

A link is here for your convenience!

Hartford Athletics

Jeff Moreno, CAA

Athletic Director

morenoj@hartfordschools.net

New #1 in Vermont high school boys basketball? This past week the Burlington Free Press put Hartford’s boys basketball team as the #1 ranked team in the state, regardless of division. This marks the first time the program has been the top-ranked team. Not too many years ago even being mentioned as a bubble team in the top-10 rankings was a huge accomplishment. The boys are currently 14-0 but are heading into the toughest stretch of their schedule as they finish with 5 of their last 6 on the road and 8 of their last 11 games against division I teams.

Freshman basketball player Lucy Crowley has been sensational in her first season on the hardwood as the Hurricane girls have quietly put together a remarkable start to their season. By now the team regularly faces stiff competition to control the damage caused by once-in-a-lifetime talent Charlotte Jasmin and her senior teammate Hailey Vanasse…but Lucy Crowley has been filling it up recently. Lucy complements fellow 9th grader Natalie Clark and junior forward Sylvia Johnson very well on the court and can see the floor just as well as she can finish from inside and outside. Recently she poured on a career high 21 points in a convincing win at West Rutland. Her scoring has made it very tough for the Canes’ opponents to choose who to guard. The girls are currently 12-1 and ranked #5 in the state, regardless of division.

Spring sports are coming soon! HHS offers softball, baseball, track & field, Unified basketball, lacrosse, and club tennis. Registration is open and can be done through Infinite Campus. The HHS pre-season parent meeting will be held on March 9th at 7:00 in various locations at HHS. Families can enter through the H-Lobby and will be directed to the correct location from there. Unified starts March 18th, softball/baseball pitchers and catchers report on March 23rd, everyone else starts on March 30th (club tennis starts after spring break). Please check the HHS athletics webpage for preseason information, pre-season (indoor) practice schedules, and more.

Zoe Zanleoni scored her 100th career point two weeks ago to become the 10th player in program history to accomplish the feat. Zoe had 78 points entering her senior season and made quick work of achieving the impressive milestone. Zoe is a lightning fast skater with a deadly accurate wrist shot and she often beats the opposing goalie with her quick release. Congratulations Zoe!

There are a handful of parks, locations, venues, etc. named after folks in the town of Hartford…and unfortunately many of the stories behind those people have been lost to time. This section of the monthly newsletter usually tries to showcase a current coach at HHS but last month’s tribute to Coach Howard ‘Butch’ Lovering was so popular we figured we’d make a better effort to shine some light on some of the historic figures of Hartford Athletics.

The HHS gymnasium is officially called the Robert J Hanley Gymnasium and was dedicated to Coach Hanley when they built the gym in 1964. Coach Hanley was hired to coach the boys basketball team in the middle of the 1926-27 season and then led the team to their historic state title in 1929. The team followed up their state title with a trip (by train) to the National Tournament in Chicago. The team, unfortunately, faced a very talented team from Kentucky at that tournament and didn’t make it out of the first round. Several Vermont schools (including Fair Have, Bellows Falls, and Springfield) helped offset the cost for Hartford to make the trip that year. Coach Hanley returned the boys team to the state semi-finals in 1932 where they lost to Proctor. In 1933 the team made it back to the state championship game but lost to Rutland. In 1934 the boys were back in the semi-finals but lost to Proctor yet again. Coach Hanley had the boys team qualify for the state tournament in 1935, 1936, 1937, 1938, and 1940 before he retired from coaching after the 1944-45 season. Amazingly the boys program would qualify for the state tournament only 4 more times over the next 40 years. Coach Hanley’s teams played at the ‘Annex’ (what townsfolk called the new gym addition to White River School…which served as Hartford High School until 1964) starting in 1935. Before that they played in the Gates Opera House in Downtown WRJ.

Please join us for our next meeting on Wednesday, March 4, when we will initiate our new board members and reconfigure board roles!

If you would like to contact the school board, please access their page on our website.

To watch recordings of past meetings, including our last meeting on February 4, please access this link.

To reach all members of the school board collectively, email schoolboard@hartfordschools.net

Here is the link to apply: www.gobeacon.com/careers

http://www.gobeacon.com/careers

To subscribe to be on our list of newsletter recipients, please access this link (the link is also on the front page of our website)!