Curriculum development jobs in Boston, Massachusetts - Page 2Create job alerts

Job DescriptionCompany Description Uncommon Schools is a nonprofit network of high-performing public charter schools dedicated to providing an exceptional K-12 education in economically disadvantaged communities. Operating in Boston, Camden, New York City, Newark, and Rochester, we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, reflecting our dedication to their success. We invest deeply in our educators, offering weekly coaching, feedback, and professional development to ensure excellence in teaching and leadership. Join us to work hard, do good, and make a lasting difference! Job Description Uncommon Special Education teachers are passionate about developing and monitoring accommodations for students with special needs. Special Education teachers advocate for students and believe that specialized instruction and related services increase academic achievement. Special Education teachers offer academic, emotional, and physical support while maintaining high expectations. Responsibilities 1. Instruction • You'll modify, differentiate, and teach an inclusive curriculum that emphasizes diversity., • You'll collaborate with families and Special Education teams to develop 504 and Individualized Education Plans (IEPs) that offer appropriate accommodations and modifications., • You'll create an inclusive and safe environment where students feel empowered to become self-guided learners. 2. Special Education Specific Responsibilities • You'll collaborate with general education teachers, school leaders, and families to analyze and respond to trends in student work samples and assessments and ensure compliance with Individualized Education Plans., • You will gather academic growth data and write goals to prepare for annual IEP meetings., • You will teach pull-out, push-in, small group, and one-on-one instruction and implement strategies to differentiate instruction for all learners in your classroom. 3. School Culture • You’ll build positive relationships with students to ensure they feel seen, loved, and heard., • You’ll partner with students’ families to ensure appropriate resources are available to support their child's learning needs., • You'll engage in practice-based professional development, mentorship, and coaching sessions., • You'll participate in weekly, school-wide meetings to cultivate community, model our core values, and encourage student achievement., • You'll partner with your grade level team to develop academic goals and practice instructional strategies.Qualifications, • A demonstrated commitment to supporting students’ social emotional and academic development, • An enthusiasm for collaborating with internal and external partners in the best interest of students, • A self-directed learner who solicits and implements feedback to improve outcomes and achieve objectives, • Required Experience:, • A demonstrated interest in impacting K-12 students in urban schools and communities (1-2 years experience preferred)., • Academic expertise in Special Education, the Humanities, Social Sciences, STEM, or related fields of study., • MA special education license, • Special education license or equivalent issued by another state or, • Must pass the following MTELs within the first year of employment:, • Communications and Literacy Skills test, and,, • MTEL subject area tests (English or Mathematics), • SEI endorsement Additional Information Our people are what make us Uncommon. We offer competitive compensation and comprehensive benefits that support the personal health, wellness, and finances of our staff and their families. Our compensation philosophy values equity & fairness and attracting & retaining top talent. Compensation Compensation for this role is between $57,000 to $89,000. Starting pay is determined using various factors including but not limited to relevant full-time teaching experience, education certifications, and tenure with Uncommon Schools. Candidates without full-time Teaching experience will likely have a starting salary of $57,000. Benefits • Generous paid time off inclusive of sick time, paid holidays, and 10 weeks of paid breaks (Spring, Winter, and Summer)., • Extensive, best-in-class training and development, • Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA), • Financial Planning, • Pension through Mass. Teachers Retirement System, • 403(b) retirement savings program, • Paid leave of absence options (parental, medical, disability, etc.) At Uncommon, we believe that a supportive and welcoming environment helps our students, staff, and community thrive. We are dedicated to building a team that brings a wide range of perspectives and experiences, reflective of the communities we serve---with over 70% of our staff identifying as people of color. Our organization values respect and open dialogue on important topics that shape our school culture. As an equal opportunity employer, Uncommon provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. We also ensure that individuals with disabilities receive all privileges and benefits associated with employment and are provided reasonable accommodations for the interview process and to perform core job functions. If you would like to request an accommodation, please email .

Job DescriptionDescriptionOPENING DATE: October 30, 2025 CLOSING DATE: December 2, 2025 TYPE OF POSITION: Trust Indefinite (Non-Federal) DIVISION: Central Engineering LOCATION: Cambridge, MA AREA OF CONSIDERATION: This position requires access to export-controlled work. The candidate must be a U.S. person (citizen, permanent resident, approved asylee, or refugee) or a national of a country eligible to be approved for an export license who is eligible to work in the US. Candidate must reside within the local commuting area of Cambridge, MA. Two positions may be filled from this announcement. What are Trust Fund Positions?Trust Fund positions are unique to the Smithsonian. They are paid for from a variety of sources, including the Smithsonian endowment, revenue from our business activities, donations, grants and contracts. Trust employees are not part of the civil service, nor does trust fund employment lead to Federal status. The salary ranges for trust positions are generally the same as for federal positions and in many cases trust and federal employees work side by side. Trust employees have their own benefit program, which may include Health, Dental & Vision Insurance, Life Insurance, Transit/Commuter Benefits, Accidental Death and Dismemberment Insurance, Annual and Sick Leave, Family Friendly Leave, 403b Retirement Plan, Discounts for Smithsonian Memberships, Museum Stores and Restaurants, Credit Union, Flexible Spending Account (Health & Dependent Care). Conditions of Employment • Pass Pre-employment Background Check and Subsequent Background Investigation, as required., • Complete a Probationary Period if applicable., • Maintain a Bank Account for Direct Deposit/Electronic Transfer., • Applicants must meet all qualification and eligibility requirements within 30 days of the closing date of this announcement. SUMMARY This is the position of Opto Mechanical Engineer, Central Engineering Department (CE), Smithsonian Astrophysical Observatory (SAO). The purpose of the position is to support the Observatory’s scientific investigations by providing senior-level manufacturing engineering leadership to the engineering and scientific staff engaged in the development of complex ground-based optical instruments. The incumbent will mainly support projects such as Viaspec and instruments for the Giant Magellan Telescope; however, this position will also support air—and space-based projects as needed. MAJOR DUTIES • In collaboration with CfA scientific investigators, the incumbent conceives, designs, and constructs highly complex scientific instruments, their support structures, optical systems, associated mechanisms, and test equipment that are at or extend state-of-the-art. Assignments will include the complete instrument life cycle, from conceptual design through integration, test, commissioning, operations, maintenance, and repair., • Provides expert technical consultation to CfA scientists and other engineering staff in instrument mechanical design, state-of-the-art mechanisms, materials and processes selection, fabrication and assembly methods, and fixturing, particularly in the areas of motion control devices, high reliability mechanisms, and general robotics., • Investigates, selects, justifies, and procures critical mechanical, servo-mechanical, and optical components used in astronomical/astrophysical instrumentation and its development. Prepares specifications for selected components that describe the technical approach and results and conclusions of engineering trades and analyses. Prepares procurement documentation that sets expectations and delivery criteria., • Conducts detailed structural trades and analyses at the concept and detailed design levels to inform technical decisions. Supports the development of requirements and associated compliant systems designs., • Actively participates in the assembly of complex instrumentation involving intricate structures, mechanisms, and optics. Provides technical leadership to overall instrument fabrication, assembly, and test activities, both in SAO laboratories and externally, including at vendor or partner facilities and/or telescope sites, • Documents work in technical memoranda, reports, test plans, and procedures. Develops technical specifications to communicate needs internally as well as to suppliers and partners. May write technical papers, either singly or in collaboration with project scientists and other engineers, to publish innovative design techniques and present results at technical symposia., • Serves as the project’s mechanical/structural representative to both internal and external stakeholders including senior management and staff at the CfA, collaborating or sponsoring organizations, and review teams. Makes both oral and written presentations to project scientists and technical representatives of contracting agencies and cooperating or affiliated organizations. Develops and presents detailed technical content at periodic status reviews, international conferences, and major gate reviews involving external partners. Serves on technical task forces, review teams, and committees., • Travels both nationally and internationally as required to support project activities., • Performs other related duties as assigned. QUALIFICATION REQUIREMENTSBasic Requirements: A) Degree: professional engineering. To be acceptable, the curriculum must:(1) be in a school of engineering with at least one curriculum accredited by the Accreditation Board for Engineering and Technology (ABET) as a professional engineering curriculum; or (2) include differential and integral calculus and courses (more advanced than first-year physics and chemistry) in five of the following seven areas of engineering science or physics: (a) statics, dynamics; (b) strength of materials (stress-strain relationships); (c) fluid mechanics, hydraulics; (d) thermodynamics; (e) electrical fields and circuits; (f) nature and properties of materials (relating particle and aggregate structure to properties); and (g) any other comparable area of fundamental engineering science or physics, such as optics, heat transfer, soil mechanics, or electronics. OR (B) Combination of education and experience--college-level education, training, and/or technical experience that furnished (1) a thorough knowledge of the physical and mathematical sciences underlying professional engineering, and (2) a good understanding, both theoretical and practical, of the engineering sciences and techniques and their applications to one of the branches of engineering. Additional Requirements: Candidates must possess at least one year of specialized experience at or above the grade (13 ) level in similar positions. Specialized experience may include Design and development of opto-mechanical assemblies for high-performance optical systems, Finite Element Analysis (FEA) using tools such as ANSYS and SolidWorks, integration and alignment of optical systems, material selection and thermal management strategies including the use of Invar, titanium, and carbon fiber composites to minimize thermal expansion, and close collaboration with systems engineers, optical designers, and fabrication teams to ensure design intent is maintained through prototype, environmental testing, and into production. Knowledge, Skills, and Abilities required: · Mastery of the principles and practices of the mechanical engineering of optical instrumentation--as evidenced by professional experience in the design and fabrication of optics and related instrumentation--so as to enable the incumbent to translate scientific requirements into functional hardware and to provide expert technical advice on complex instrument development to CFA scientists, engineers, and the scientific and/or technical staff of contracting and cooperating organizations. This will include strong analytical skills and knowledge of related engineering fields such as structural engineering, and the use of advanced materials. · Demonstrable technical leadership skills, including the ability to assist in defining the technical scope of engineering projects accurately; generate realistic project technical goals, budgets, and schedules; and organize and direct the work of others. · Expert knowledge of the design and functionality of complex precision mechanisms, motion control, and automation as used in optical instrumentation.· Ability to utilize a variety of computer-based design and analysis tools ( e.g. ANASYS STRUCTURAL, ANSYS MECHANICA, SOLIDWORK SIMULATION, ABAQUS, NASTRAN, FEMM, COMSOL) · Ability to apply and incorporate cutting-edge technology into design problems that may not be readily tractable by established methods. · Ability to communicate technical information effectively, both written and oral when presenting to both technical and non-technical staff of SAO and project partners. Education completed outside the United States must be deemed equivalent to higher education programs of U.S. Institutions by an organization that specializes in the interpretation of foreign educational credentials. This documentation is the responsibility of the applicant and should be included as part of your application package. Any false statement in your application may result in rejection of your application and may also result in termination after employment begins. The Smithsonian Institution values and seeks a diverse workforce. Join us in "Inspiring Generations through Knowledge and Discovery." Resumes should include a description of your paid and non-paid work experience that is related to this job; starting and ending dates of job (month and year); and average number of hours worked per week. What To Expect Next: Once the vacancy announcement closes, a review of your resume will be compared against the qualification and experience requirements related to this job. After review of applicant resumes is complete, qualified candidates will be referred to the hiring manager. Relocation expenses are not paid. Commitment to Diversity, Equity, and Inclusion The Smithsonian Institution provides reasonable accommodation to applicants with disabilities where appropriate. Applicants requiring reasonable accommodation should contact . Determinations on requests for reasonable accommodation will be made on a case-by-case basis. To learn more, please review the Smithsonian’s Accommodation Procedures. The Smithsonian Astrophysical Observatory is an equal opportunity employer committed to diversity in our workplace. Please visit the SAO website at

Job DescriptionDescription: MATL Regional Trainer (Charlestown-Boston) HBC Management Services is seeking a part time on-call regional trainer that possesses the qualifications and credentials to train security staff for US Navy contract. HBC is part of a nonprofit based in Honolulu, Hawai'i with offices in Wayne, Pennsylvania and Alexandria, Virginia. Along with four (4) for-profit affiliated companies, we have provided quality service in the Security, Facilities Management, Base Operations, Business, Financial, and IT support services to the Department of Defense and Department of Homeland Security across the nation for over a decade. We are a growing organization with core values of integrity, quality, commitment to excellence, sense of community and family values which are based on our Native Hawaiian roots. MATL Instructor Requirements Our security business is based on the value of training. As a Security Trainer you will be part of our respected training team who are responsible for delivering high-quality training sessions to our team of security professionals. It requires working with or without reasonable accommodation, the physical and mental capacity to perform effectively all essential functions and the ability to handle multiple tasks concurrently. Work is performed inside and outside the property with potential exposure to inclement weather and unpredictable situations. • Instructors shall support delivery of Course of Instruction in accordance with the contract including the instructional, operational, and administrative tasks required to deliver formalized training, • Instructor personnel are expected to be ready to teach the content assigned to them and can pass any tests associated with that content consistent with the standards of the contractor's internal quality assurance plan Additional specific responsibilities will include, but are not limited to: • Ensuring all security officers and new candidates are properly trained in accordance with contract requirements and Hana standards, • Working directly with the Training Director and Project Managers to coordinate all training events, • Maintaining complete and accurate training records in accordance with applicable contract requirements and Hana standards, • Present training materials using a variety of instructional techniques or formats that result in high levels of knowledge retention and successful completion of the training academy Review and update training records to ensure all credentials are current, • Ensures timely and accurate completion of all required reports, • Ensures all training time is captured and reported to Payroll, • May assist with DoD Inspections, • Supporting Hana’s Quality Control Programs by providing periodic inspections, individualized training, specialized training and other activities to improve the quality and safety of our operations, • Promoting workplace safety and our company values Security Trainer - PART TIME ON-CALL Hana Security Services (HSS) is seeking experienced Security Training Instructor for Mid Atlantic Regional Guard Contract. In this position, you will be working on DoD and DHS contracts and are responsible for ensuring that the project is meeting the training requirements of the contract. The Security Training Instructor will be responsible for conducting training in the classroom as well as practical applications on the range, CPR/AED, etc. Skills in curriculum and course development to meet federal, state, and local requirements across the Midlant, highly desirable to as well as very specialized requirements set forth by our customer. Responsibilities include, but not limited to developing training for new recruits and ensuring guard and personnel training file requirements are compliant to the contract while promoting a safe, fair, and positive work environment for our employees. Additionally, the position will require you to travel to multiple locations to conduct training qualification programs. Position Summary The Security/Law Enforcement Instructor is responsible for maintaining personal standards of technical and professional levels of competence. Instructors have a background in security, law enforcement and/or Department of Navy military instruction. The Instructor will be responsible for conducting training in the classroom as well as practical applications on the range. Preferred candidates possess completion of the NRA’s 5-Day Law Enforcement Instructor Development Course, MEB-Baton/CPR/AED, etc.; Skills in curriculum and course development to meet federal, state, and local requirements in MA, PA, NJ and VA highly desirable to as well as very specialized requirements set forth by our Customer to include, Crew Served Weapons (CSW) Instructor; Personnel Qualification Standard (PQS) of the Master Training Specialist (MTS) Program completion • Must have organizational skills to run day to operations of training academy, • Record keeping skills are critical, • Must have experience/ability to develop lesson plans and curricula, • Must be available to travel and work other than normal work schedule of Monday -Friday Day shift Veterans We believe in hiring veterans. We have hired thousands of veterans over the years from all branches of the Military that still work with us today. If you are a veteran in search of a career among a team that shares your work ethic and commitment, please take a moment to review our website for all our extensive opportunities. Requirements: • Be able to obtain the required security clearance or suitability, • Minimum of two (2) years of successful experience in training (civilian community law enforcement, military service law enforcement or commercial/industrial security force service), • Must possess appropriate certifications to training in First Aid, CPR, AED, Defensive Tactics, Handcuffing, Expandable Baton, OC Spray and Firearms Instruction, • Must be certified Instructor in Basic and Refresher Training by completing an approved and accredited Principles of Instruction course or similar training (e.g. NRA, Police Academy, state POST Academy, FLETC or military training course), • Certified as an approved and accredited Firearms Instructor (Range Official), • Certified First Aid/CPR/AED Instructor with the American Red Cross or American Heart Association, • Minimum of two (2) years of training experience as a certified National Weapons Detection Training Program (NWDTP) Instructor (preferred), • Proficient with MS Office Suite with strong skills in PowerPoint and media presentations. HBC is an EEO employer who values diversity! D/V/M

Job DescriptionDescriptionOPENING DATE: November 25, 2025 CLOSING DATE: December 29, 2025 SERIES/GRADE: IS-855-13 TYPE OF POSITION: Trust Indefinite (Non-Federal) DIVISION: Central Engineering LOCATION: Cambridge, MA AREA OF CONSIDERATION: This position is open to all qualified candidates eligible to work in the United States This position requires access to export-controlled work. The candidate must be a U.S. person (citizen, permanent resident, or a national of a country eligible to be approved on an export license. What are Trust Fund Positions?Trust Fund positions are unique to the Smithsonian. They are paid for from a variety of sources, including the Smithsonian endowment, revenue from our business activities, donations, grants and contracts. Trust employees are not part of the civil service, nor does trust fund employment lead to Federal status. The salary ranges for trust positions are generally the same as for federal positions and in many cases trust and federal employees work side by side. Trust employees have their own benefit program, which may include Health, Dental & Vision Insurance, Life Insurance, Transit/Commuter Benefits, Accidental Death and Dismemberment Insurance, Annual and Sick Leave, Family Friendly Leave, 403b Retirement Plan, Discounts for Smithsonian Memberships, Museum Stores and Restaurants, Credit Union, Flexible Spending Account (Health & Dependent Care). Conditions of Employment • Pass Pre-employment Background Check and Subsequent Background Investigation, as required., • Complete a Probationary Period if applicable., • Maintain a Bank Account for Direct Deposit/Electronic Transfer., • The position is open to all candidates eligible to work in the United States. Proof of eligibility to work in U.S. is not required to apply. SUMMARY The purpose of the position is to provide expert electronics/electrical systems engineering support to the development of advanced instrumentation for ground-based and space-based astrophysical and astronomical data collection on various Central Engineering supported projects. MAJOR DUTIES • Architect and oversee development of electrical systems, subsystems, modules, and components for advanced instrumentation., • Partners with scientific investigators to define the electrical requirements of new projects, translate scientific objectives into instrument performance characteristics and achievable hardware., • Prepare and manage cost and schedule estimates for hardware design, fabrication, test, and calibration; manage the resources required to accomplish the goals; and maintain a technical overview of the project., • Document work in technical memoranda, reports, test plans, and procedures, and present work to scientists and engineers., • Provide hands-on support of the build, test, and integration of new electrical hardware designs for instruments and support existing instrument hardware in the field., • Provide technical leadership and direction to, and liaison with, hardware contractors and sub-contractors as required., • Investigate, select, justify, and oversee procurement of critical electrical, electro-optical, and servo-mechanical components used in astrophysical instrumentation and its development., • Plan and direct the activities of technicians and designers in areas related to the design and fabrication of electronic assemblies., • Serve as technical consultation to CfA scientists and other engineering staff in instrument electrical design., • Travel, both domestically and internationally, to telescope sites, vendor facilities NASA centers, and the facilities of other associated organizations in support of proposal, design, calibration, test, integration, and mission operations. QUALIFICATION REQUIREMENTSBasic Requirements: (A) Degree: professional engineering. To be acceptable, the curriculum must: (1) be in a school of engineering with at least one curriculum accredited by the Accreditation Board for Engineering and Technology (ABET) as a professional engineering curriculum or(2) include differential and integral calculus and courses (more advanced than first-year physics and chemistry) in five of the following seven areas of engineering science or physics: (a) statics, dynamics; (b) strength of materials (stress-strain relationships); (c) fluid mechanics, hydraulics; (d) thermodynamics; (e) electrical fields and circuits; (f) nature and properties of materials (relating particle and aggregate structure to properties); and (g) any other comparable area of fundamental engineering science or physics, such as optics, heat transfer, soil mechanics, or electronics. OR (B) Combination of education and experience--college-level education, training, and/or technical experience that furnished (1) a thorough knowledge of the physical and mathematical sciences underlying professional engineering, and (2) a good understanding, both theoretical and practical, of the engineering sciences and techniques and their applications to one of the branches of engineering. Additional Requirements: Candidates must possess at least one year of specialized experience at or above the grade 12 level in similar positions. Specialized experience for this position would include significant experience in general electrical engineering, experience supporting architecting system level electrical designs using both commercial and custom electronics, and supporting project design reviews and participating in other projects’ reviews. Knowledge, Skills, and Abilities required: 1. Expert knowledge of the concepts, principles and practices of electrical engineering, in order to investigate, design, and provide consultative services to the development of a range of electronics for ground-based and space-borne instrumentation for astrophysical data collection, as well as its associated test, calibration and ground support equipment. 2. Ability to provide consultative and coordinative services in electronics/electrical systems design and analysis, system resource budgeting, documentation, proposal preparation, and test activities. 3. Knowledge of electrical schematic and board layout CAD/CAM tools. 4. Knowledge of analog design techniques and design simulation tools (i.e. SPICE); 5. Experience with digital design techniques using FPGA based digital and analog signal processing systems. 6. Working knowledge of related engineering fields such as software, thermal, mechanical, optical and/or structural in order to collaborate on instrument design. 7. Strong oral and written communications skills, including the ability to serve as a technical spokesperson for SAO in areas related to the electronics of advanced instrumentation. Education completed outside the United States must be deemed equivalent to higher education programs of U.S. Institutions by an organization that specializes in the interpretation of foreign educational credentials. This documentation is the responsibility of the applicant and should be included as part of your application package. Any false statement in your application may result in rejection of your application and may also result in termination after employment begins. Join us in "Inspiring Generations through Knowledge and Discovery." Resumes should include a description of your paid and non-paid work experience that is related to this job; starting and ending dates of job (month and year); and average number of hours worked per week. What To Expect Next: Once the vacancy announcement closes, a review of your resume will be compared against the qualification and experience requirements related to this job. After review of applicant resumes is complete, qualified candidates will be referred to the hiring manager. Relocation expenses are not paid. The Smithsonian Institution provides reasonable accommodation to applicants with disabilities where appropriate. Applicants requiring reasonable accommodation should contact . Determinations on requests for reasonable accommodation will be made on a case-by-case basis. To learn more, please review the Smithsonian’s Accommodation Procedures. The Smithsonian Institution is an Equal Opportunity Employer. We believe that a workforce comprising a variety of educational, cultural, and experiential backgrounds support and enhance our daily work life and contribute to the richness of our exhibitions and programs. See Smithsonian EEO program information: . The Smithsonian Astrophysical Observatory is an equal opportunity employer. Please visit the SAO website at

Job DescriptionDescription: About Us: Knovva Academy is a 501(c)(3) non-profit educational organization dedicated to improving the quality and accessibility of education for youth worldwide. Our primary mission is to nurture young minds and prepare them for successful futures by providing top-tier educational resources and innovative approaches. We strive to combat educational inequality and empower high school students, teachers, and educators throughout their academic journeys, aiming to build a global education network and make a significant impact. Job Description: We are seeking a highly skilled and motivated Lead Instructor - Afterschool Program to lead the Future Lab, an after-school program for middle school students in Somerville, MA. Future Lab is a college and career youth development and support program designed to equip students with the skills, confidence, and pathways needed to thrive academically, socially, and in their future careers. Instructors will be responsible for providing individualized support and fostering students’ personal, educational, and professional growth. In this role, it is crucial to create a welcoming environment where youth feel supported as they navigate pathways to higher education, skill development, long-term career opportunities, and lifelong learning. Instructors will be provided with comprehensive lesson plans that guide each day of the program, and they are responsible for leading all activities. The program will take place on Tuesdays, Wednesdays, and Thursdays immediately following the end of the school day in Somerville Public Schools. Instructors will work 10 to 14 hours a week. Responsibilities: • Lead the Program: Work directly with students, implementing the curriculum by following the provided lesson plans. Instructors will have the opportunity to provide feedback and modify curriculum if needed to better suit student needs and interests., • Engage with Youth: Instructors will build trusting relationships through regular communication with both students and parents, and offer encouragement and guidance in a supportive and welcoming environment. They will strategize ways to help youths reach their career and academic goals and potential., • Communication with Knovva: Instructors will maintain communication with Knovva by sending session reports after each day of the program. They will also participate in regular check-ins to share insights, discuss strategies, and ensure a coordinated approach to youth development., • Reporting: Instructors will administer surveys to students throughout the program to track progress in SEL, college and career readiness, and other areas of concern. Instructors will also be responsible for tracking student progress via formative and summative assessments built into the curriculum., • Administrative Oversight: Instructors will maintain accurate attendance and survey records, manage communications with students and parents, and ensure the smooth running of the program., • Resource Coordination: Instructors will collaborate with Knovva staff to understand available resources and synchronize the needed support and resources for the students., • Community Engagement: Instructors will act as chaperones during occasional field trips during program time, ensuring students travel to and from all locations safely., • Team Leadership: Depending on the site placement, Instructors will work with one (1) other Educational and Career Instructor and a Paraprofessional, or only a Paraprofessional. Instructors are responsible for collaborating to deliver the program together and to provide clear guidelines and responsibilities to the support person as well. Required Skills and Qualifications: • Bachelor's degree in social work, education, counseling, or a related field (or equivalent experience)., • 2-5 years of experience working with middle or high school youth, including experience working with ELL, first-generation, and low-income students. Experience working with students with IEPs is a plus., • Strong interpersonal and communication skills with a demonstrated ability to build rapport and trust., • Strong problem-solving skills and proven record for taking ownership of responsibilities., • Knowledge of best practices in college and career readiness and vocational education., • Ability to work collaboratively as part of a team while independently managing tasks and responsibilities., • Experience working in an international and multicultural environment., • Must have exceptional attention to detail., • Must be a self-starter and fast learner. Highly Desired Skills and Qualifications: • Bilingual or multilingual abilities in Spanish, Haitian Creole, and/or Portuguese., • First aid and CPR certification. Compensation $35-$40 per hour Why Join Us? • The chance to make a meaningful impact in the education sector., • Competitive salary and benefits package., • A collaborative and supportive work environment. This is a contract position. Knovva Academy’s office is located in Cambridge, MA, and the school sites are in Somerville, MA. Salary is competitive and commensurate with experience. Applicants must be authorized to work in the United States; sponsorship is not being offered at this time. Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job, as they may change at any time with or without notice. Knovva Academy Foundation is an Equal Opportunity Employer that does not discriminate on the basis of actual or perceived race, color, creed, religion, national origin, ancestry, citizenship status, age, sex or gender, gender identity or expression, sexual orientation, marital status, military service and veteran status, physical or mental disability, genetic information, or any other characteristic protected by applicable federal, state, or local laws and ordinances. To apply: Please submit your resume and supporting documents using the link provided. No phone calls or emails, please. Requirements:

Job Description Duration: March 2026 - June 2026; Temporary Full-Time or Part-Time About Buckingham Browne & Nichols: Located in Cambridge, Massachusetts, Buckingham Browne & Nichols is a day school that engages students in grades Pre-K through 12 in a rich and invigorating educational experience of the highest quality. The school excels at helping students discover their unique talents and passions and develop those strengths to the fullest. The curriculum is challenging, forward-thinking, innovative, and flexible, designed to help qualified students, from a range of backgrounds and with a wide spectrum of talents and interests, reach new levels of accomplishment. Co-curricular opportunities in athletics, the arts, community service, and other areas add important dimensions to students’ learning. Students learn on three age and developmentally-appropriate campuses. At every grade, BB&N takes full advantage of the range of opportunities its locations afford. BB&N is committed to becoming an anti-racist institution. This commitment is integral to the mission and vision of the School. BB&N is an academically excellent, diverse, and inclusive community where students develop into lifelong learners who lead with kindness, curiosity, and integrity. We prepare students to be responsible and open-minded as they engage with the world around them. Our school is guided by the core values of: * Inquiry, in which we promote curiosity and critical thinking to inspire a lifelong love of learning. Integrity, in which we strive to be honest, conscientious, and accountable in our actions, even when no one is watching. * Belonging, in which we foster a culture of respect, well-being, and connection that values all individuals and empowers them to discover and be their authentic selves, and * Kindness, in which we strengthen our communities by recognizing our common humanity and treating ourselves and others with respect and compassion. The vibrancy and vitality we feel in the classrooms, hallways, stages, and playing fields of BB&N derive from the people who are here. At its root are the varied interests and experiences, the different backgrounds, cultures, religions, views, and perspectives that our students and faculty bring to their classes and families bring to myriad activities. Each of us adds to the richness of another’s experience. Working and playing together teaches us lifelong lessons about appreciating, knowing, understanding, and learning from each other. Summary Description: Buckingham Browne & Nichols School (BB&N) seeks one full-time or part-time dynamic, student-centered Upper School Librarian or History teacher to cover a leave of absence from March 2026 to June 2026. This role offers the opportunity to work at the intersection of research, teaching, and program development in a vibrant high school community. The successful candidate will provide research support, staff the circulation desk, and assist with library initiatives and programming. In partnership with the Upper School Library Director, the librarian will collaborate with faculty to design and deliver engaging lessons, develop research-focused instructional units, and foster a culture of intellectual curiosity across the Upper School. This position is in-person with the flexibility to work part-time, Monday-Friday, between the hours of 8:00 am and 3:00 pm. Key Tasks and Responsibilities: Key functions for this position include, but are not limited to: * Manage daily library operations, including circulation, research support, and organization of library resources. * Provide one-on-one and group instruction in research methods, citation practices, and effective use of databases and other resources. * Collaborate with faculty to integrate information literacy skills into the curriculum. * Assist the Library Director with administrative tasks, instructional planning, and library programming. * Support collection development by recommending new materials, assisting with weeding, and maintaining a diverse and current collection. * Collaborate with the Library Director, classroom teachers, and specialists to design and implement lessons, while assessing student learning and instructional effectiveness. * Engage students through creative displays, programming, and events that promote reading and discovery. * Other duties as assigned. Requirements, Skills, and Competencies: The ideal candidate will have, or be working towards, a master’s degree in Library Science or History. We seek candidates who bring strong pedagogical skills, deep knowledge of the research process, and familiarity with academic databases and digital resources. Prior teaching experience is strongly preferred. In addition, the candidate will demonstrate the following: * A strong foundation in information literacy instruction and best practices. * Expertise in selecting, acquiring, evaluating, and organizing diverse information resources across multiple formats. * Commitment to the ethical and responsible use of information. * Excellent communication, collaboration, and organizational skills. * A passion for fostering inclusive, student-centered learning environments. Salary: $69,000 - $101,701.00* *BB&N offers competitive salaries and benefits, employing equitable and consistent compensation practices. The starting salary for any hired candidate is based on experience within salary bands. Starting full-time salaries for the 2025-2026 school year typically range from a starting salary of $69,000 to the median 20-year teaching experience salary of $101,701.00. The salary for this position will be prorated to a daily rate. To Apply: Please visit the Careers at BB&N page to complete your online application. Please upload your Cover Letter, Resume, and Reference List. Buckingham Browne & Nichols School does not discriminate on the basis of race, color, religion, creed, age, gender identity, national origin or ancestry, veteran status, sexual orientation, genetic information, or any non-job-related physical or mental disability. We welcome candidates who will increase our diversity; we encourage candidates of color and all diverse candidates to apply.

Job DescriptionCompany Description Uncommon Schools is a nonprofit network of high-performing public charter schools dedicated to providing an exceptional K-12 education in economically disadvantaged communities. Operating in Boston, Camden, New York City, Newark, and Rochester, we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, reflecting our dedication to their success. We invest deeply in our educators, offering weekly coaching, feedback, and professional development to ensure excellence in teaching and leadership. Join us to work hard, do good, and make a lasting difference! Job Description 1. Instruction • You'll teach a curriculum that prioritizes analysis of World, US History, American Government, and Economics in preparation for Advanced Placement (AP) and collegiate level coursework., • You'll facilitate student-led discourse of historical topics, where students grapple with open-ended guiding questions, engage in peer to peer debate, and synthesize arguments., • You'll guide students to understand the author's claim and the power of sourcing while developing the skills of argumentation, corroboration, inquiry, and historiography through primary and secondary source analysis., • You'll build an inclusive and safe environment where students are empowered to use their voices to express evidence-based opinions and perspectives., • You'll work with the History department to determine academic and engagement goals for students. 2. Data Analysis • You'll meet weekly with your principal and/or instructional coach to analyze and respond to trends in student work samples and assessments., • You'll learn and implement strategies to differentiate instruction for all learners in your classroom. 3. School Culture • You’ll build positive relationships with students to ensure they feel seen, loved, and heard., • You’ll partner with students’ families to ensure appropriate resources are available to support their child's learning needs., • You'll engage in practice-based professional development, mentorship, and coaching sessions., • You'll participate in weekly, school-wide meetings to cultivate community, model our core values, and encourage student achievement., • You'll partner with your grade level team to develop academic goals and practice instructional strategies.Qualifications, • A demonstrated commitment to supporting students’ social emotional and academic development, • An enthusiasm for collaborating with internal and external partners in the best interest of students, • A self-directed learner who solicits and implements feedback to improve outcomes and achieve objectives, • Required Experience:, • A demonstrated interest in impacting K-12 students in urban schools and communities (1-2 years experience preferred)., • Academic expertise in Education, History, Geography, Political Science, Criminal Justice, Social Sciences, or the Humanities., • Prior to the start of employment, you must have a bachelor's degree from an accredited college or university and have earned a cumulative GPA of 2.5 or higher by the time employment begins. You do not need to be certified to be hired; however, if hired you will need to pass state teacher certification tests to meet the MA state requirements., • All Commonwealth charter teachers must either have an appropriate MA educator’s license or pass required the MTEL(s) including the Communications and Literacy MTEL , Subject Specific MTEL, and the MTEL SEI (Sheltered English Immersion) Endorsement within first year of employment. All core academic teachers* assigned to teach English learners are required to earn the SEI endorsement. Any teacher without a SEI endorsement has one year from date of assignment to teach ELs, to earn the MTEL SEI endorsement. Additional Information Our people are what makes us Uncommon. We offer competitive compensation and comprehensive benefits that support the personal health, wellness, and finances of our staff and their families. Our compensation philosophy values equity & fairness and attracting & retaining top talent. Compensation Compensation for this role is between $57,000 to $89,000. Starting pay is determined using various factors including but not limited to relevant full-time teaching experience, education certifications, and tenure with Uncommon Schools. Candidates without full-time Teaching experience will likely have a starting salary of $57,000. Benefits • Generous paid time off inclusive of sick time, paid holidays, and 10 weeks of paid breaks (Spring, Winter, and Summer)., • Extensive, best-in-class training and development, • Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA), • Financial Planning, • Pension through Mass. Teachers Retirement System, • 403(b) retirement savings program, • Paid leave of absence options (parental, medical, disability, etc.) At Uncommon, we believe that a supportive and welcoming environment helps our students, staff, and community thrive. We are dedicated to building a team that brings a wide range of perspectives and experiences, reflective of the communities we serve---with over 70% of our staff identifying as people of color. Our organization values respect and open dialogue on important topics that shape our school culture. As an equal opportunity employer, Uncommon provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. We also ensure that individuals with disabilities receive all privileges and benefits associated with employment and are provided reasonable accommodations for the interview process and to perform core job functions. If you would like to request an accommodation, please email .

Job Description CAPS Collaborative is seeking a dynamic and enthusiastic Teacher of the Deaf to join our growing Deaf and Hard of Hearing Programs in the Newton Public Schools. The applicant will provide direct and consultative services to students in middle school and high school in both self-contained and general education inclusion classrooms. Services are provided according to individual IEPs and may include direct teaching, observation and consultation with general education teachers and other related service providers. The ideal candidate has experience in working with deaf and hard of hearing students in the mainstream setting and can demonstrate exceptional relationship building skills, interpersonal communication skills and the ability to collaborate effectively with a multidisciplinary team. This is a 10-month school year position with the potential for additional summer hours. About us: CAPS Collaborative will work in partnership with districts to provide programs and services of the highest quality. To provide these services, we adhere to the following values: • To commit every aspect of the organization to providing exceptional educational opportunities for students., • To demonstrate quality and responsiveness by becoming the first choice of districts for programs and services., • To be a customer-focused organization that constantly evaluates district needs., • To integrate quality, integrity, respect, and teamwork into every aspect of the organization., • To demonstrate accountability through constantly evaluating results and progress toward goals., • To implement programs and services in the most cost-effective manner and to exercise due diligence in financial decision making. Teachers are responsible for planning and implementing high quality instruction for a cognitively and linguistically diverse group of deaf and hard of hearing learners. Teachers are expected to be current with research and literature in the field of Deaf Education and education in general. Teachers in this role are expected to develop positive relationships with students, families, and professional colleagues. A commitment to lifelong learning and a spirit of collegiality and teamwork are expected and critical to the success of the program. Responsibilities: • Provide high level classroom instruction aligned with the Massachusetts Curriculum Frameworks; provide specially designed instruction as indicated by students' Individualized Education Programs (IEP), • Provide direct and consultative services to students individually or in small group settings as indicated in the IEP, specialized instruction may include auditory training, speechreading, vocabulary development, speech and language development, social skill development, hearing assistive technology (HAT) use and maintenance and self-advocacy skill development, • Develop and differentiate curricula to meet the needs of the students based on Common Core standards; assist with modifying materials for general education courses as appropriate, • Plan effective instruction, engage learners and use appropriate instructional techniques for deaf and hard of hearing learners; use formative and summative assessment data to evaluate progress and guide instruction, • Communicate clearly with students in their identified mode of communication and language of instruction, • Develop short and long-term objectives in the form of Individualized Educational Plans (IEP) based on formal and informal assessment and as assigned by Program Administrator, • Demonstrate the use of screening and assessment tools that are culturally and linguistically sensitive; write reports and make appropriate educational recommendations, • Prepare students for participation in standardized testing, including but not limited to the Massachusetts Comprehensive Assessment (MCAS) and MCAS-Alt; administer exams as requested; assist with provision of testing accommodations, • Maintain record keeping systems necessary for accountability for progress monitoring, grading systems and attendance, • Develop cooperative and ethical working relationships with professional colleagues (CAPS, consultants, related service providers, and host school); demonstrate the ability to openly share ideas, problem-solve and engage in thoughtful conflict resolution, • Provide in-service and consultation as needed to administrators, support staff, teachers and parents regarding the characteristics and educational implications of hearing loss, specific tips and strategies for addressing the needs of deaf and hard of hearing students in the classroom and the use of Hearing Assistive Technology, • Develop and maintain instructional space with respect for diversity, equity, and inclusion and a commitment to culturally responsive pedagogy, • Develop positive rapport with staff, students and families; communicate regularly with families regarding student performance, • Participate in all aspects of the IEP process including data collection, Team Meetings and IEP development, • Serve as a liaison and consultant to general education teachers, • Develop short and long-term objectives for instructional assistants assigned to you in terms of their instructional and non-instructional activities,; Supervise the implementation of these activities as requested by the Program Director and participate in the formal and informal evaluation of each instructional assistant as requested by the Program Director., • Demonstrate positive and responsive classroom management that fosters mutual respect, safety and curiosity, • Develop and maintain a classroom environment with respect for diversity, equity, and inclusion and a commitment to culturally responsive pedagogy, • Implement the host school's student related policies and CAPS policies as outlined in the Program Handbook., • Develop cooperative and ethical working relationships with professional colleagues (CAPS, consultants, related service providers, and host school); demonstrate the ability to openly share ideas, problem-solve and engage in thoughtful conflict resolution, • Contribute to professional growth and collaboration by staying informed on current literature/resources in the field and actively participating in in-service, staff meetings and other professional development opportunities, • Participate in the ongoing analysis of all facets of the program in terms of effective program design and develop suggestions for improved design, • Plan and participate in school-sponsored events, including Back-to-School Night, Parent-Teacher Conferences and program-wide events targeting student social skill development, • Assist other staff in the performance of their tasks as requested or as needs become apparent, • Maintain professional boundaries and ensure student/staff confidentiality as appropriate within the educational Team, • Contribute to professional growth and collaboration by staying informed on current literature/resources in the field and actively participating in staff meetings and professional development opportunities, • Massachusetts Department of Elementary and Secondary Education license as a Teacher of the Deaf, • Master's Degree in Deaf Education preferred., • Fluency in American Sign Language., • Excellent written, communication and organizational skills., • Knowledge and skills in the area of language development and literacy for deaf and hard of hearing students., • Ability to relate with students, staff and parents., • Prolonged periods standing and walking throughout school and classroom., • Must be able to lift to 15 pounds at a time., • Must be able to assist students who have physical difficulties., • Must be able to kneel, sit, stand, crawl, push, and pull to assist and teach children throughout the day., • Prolonged periods sitting and working on computer to complete necessary paperwork.

Job Description Nova Biomedical: One Global Brand. One Vision. Together under one name. Advanced Instruments and Nova Biomedical are now united under one brand, Nova Biomedical, marking a major milestone in our journey to deliver greater value to our customers. By combining our strengths, we're accelerating innovation, supporting critical workflows, and delivering world-class service across the biopharmaceutical and clinical markets. About the company At Nova Biomedical, we’re not just building instruments, we’re powering breakthroughs that improve lives. Our smart, science-driven solutions are trusted in over 100 countries to speed drug development and enhance patient care. Our integration brings together more than 70 years of scientific excellence with Nova’s cutting-edge innovation, forming a powerhouse of precision, purpose, and possibility. With FDA-registered, ISO-certified manufacturing, more than 125 FDA approvals, and industry-trusted diagnostics, we’re setting new standards in quality and reliability. Nova Biomedical is proud to be a global leader in osmolality testing and biotechnology and in vitro diagnostic (IVD) instrumentation, dedicated to advancing patient care and scientific discovery with a legacy that continues to shape the future of life sciences. With headquarters in Norwood and Waltham, Massachusetts, and a global team of nearly 2,000 employees, we’re building a collaborative, empowered culture grounded in shared values: Customer Centricity, Ingenuity, Ownership & Accountability, Collaboration, and Integrity. Working at Nova Biomedical means joining a mission-driven organization where your contributions matter. Whether you're in engineering, science, manufacturing, or support, you’ll be part of a team that values innovation, invests in your growth, and is committed to making a real-world impact on global health. Explore what’s next with us at novabiomedical.com or aicompanies.com About the role The Biotechnology Sales Product Line Manager is responsible for growing sales worldwide while managing Nova the portfolio of Nova’s biotechnology/fermentation/university research products throughout the products’ lifecycles. This includes high-level technical presentations in support of corporate sales opportunities; development of product requirements based on documented customer needs; defining product vision; working closely with cross functional teams including R&D, Sales, Marketing, Finance, Technical Applications and Support to deliver winning products that exceed corporate revenue and customer satisfaction goals. If you’re passionate about product management and want to be part of a team that is shaping the future of life sciences, we’d love to hear from you, apply today! What you’ll do • In conjunction with customers/KOLs/sales representatives/R&D, Applications/others (US and International) develop market requirements documents and product requirements documents, • Maintain expertise with respect to market dynamics, product performance, customer satisfaction, market trends and competition, • In conjunction with Sales, develop product line forecasts, • Analyze product line extensions and product line improvements, • Develop core positioning and messaging for products, • Develop sales tools and collateral, • Develops a complete hands on technical understanding of all Nova Biomedical Biotechnology products., • Has responsibility for identification of appropriate opportunities for and representation of products at trade shows, advertising, websites, sales meetings, and promotional materials., • Works closely with Nova Biomedical Biotechnology Account Managers (US and International) by adding value at Nova Corporate and in the field throughout the sales process on all biotechnology business opportunities. This sales support will be in the form of conducting technical product demonstrations, evaluations, managing objections and in closing sales opportunities, • Coordinates and performs on-site technical product evaluations to qualified, prospective customers while participating directly in these evaluations, may perform onsite application activities including correlation to alternative reference methods, precision studies, linearity studies, and onsite customer training., • Performs Field Sales Training on all Biotechnology products for both US and International Sales. Works with National Training Manager in the development and delivery of sales training curriculum., • Biotechnology development background is required. Advanced degree preferred., • Solid understanding of Biotechnology nutrient, metabolite, gas and cell counting systems currently available in the and their associated industrial utility., • Solid understanding of pharmaceutical Quality Control, Quality Assurance, GMP, and FDA Validation requirements, • A solid understanding of statistical data is required., • Requires a person willing to travel within the Unites States and Internationally approximately 50% of the time., • BA/BS Degree required, • 7+ years of proven product management experience, with a strong emphasis on biopharmaceutical markets and technologies, • 5+ years of direct-customer experience in the biotechnology capital device industry, • General office exertions, • Ability to travel as needed by car/ plane, • Flexible Medical, Dental, & Vision Coverage, • Competitive 401k company match, • Bonus Program, Generous PTO and paid holidays, • Generous Tuition reimbursement, • Hybrid and flexible work arrangements (Job specific), • Professional development, engagement and events, • Company marketplace for lunch and snacks! (Location specific) Schedule/Hours: Monday to Friday, General business hours Targeted Salary Range: $145k -$165k Nova Biomedical believes in transparency and integrity throughout all we do, including compensation. The salary range provided for this role represents the expected base salary or hourly rate for this opening. Actual compensation will be commensurate with the candidate’s experience and may vary based on individual factors such as location, skills, and education. EEO Statement: Nova Biomedical takes pride in being an equal opportunity employer committed to hiring a diverse and inclusive workforce. As a part of our commitment to a diverse and inclusive workforce, Nova Biomedical will continue to take steps to assure that recruitment, hiring, assignment, promotion, compensation, and all other personnel decisions are made and administered without regard to race, religion, color, national origin, citizenship, sex, sexual orientation, gender identity, gender expression, veteran status, age, mental or physical disability, genetic information or any other protected class. Privacy policy

Job Description Job Title: Trauma and Parenting Trainer Program/Department: Moms Do Care Program Position Type: Exempt, Full-Time 40 hours/ week – Hybrid Position (remote and on-site) Location: Watertown with some statewide travel to the MDC health care systems Reports to: Director of Pregnant and Postpartum Women's Services & Director of Moms Do Care Program About IHR: The Institute for Health and Recovery (IHR) is a statewide service, research, policy, program development and capacity building agency. IHR designs its services based on an understanding of the impact of trauma. IHR’s CARF accredited treatment programs provide holistic interventions for hard to reach and high-risk individuals and families. IHR’s mission, since our founding in 1990, has been to develop and support a comprehensive continuum of care for families, individuals, youth, and pregnant and parenting people affected by alcohol, tobacco, and other drug use, violence/trauma, mental health challenges and other health issues, while advancing principles of health equity and social justice. Our work is focused on addressing and eradicating inequities in our health care, economic, and justice systems, especially as they disproportionately affect women and people of color. We are committed to providing services and creating communities that mitigate the effects of substance use, mental illness, and trauma. Summary Statement: The Trauma and Parenting Trainer provides trauma informed care training and technical assistance (TA) for the Massachusetts Moms Do Care Program (MDC), a multi-pronged, statewide program designed to build trauma informed, multi-disciplinary and regional webs of support for pregnant, postpartum, and parenting people and their families impacted by substance use disorders. Moms Do Care is currently operating in 11 Massachusetts health care systems. Eligible program participants (women over 18, pregnant or parenting a child under 36 months of age, who are seeking support for substance use disorder) are paired with a perinatal peer mentor who acts as care navigator, wellness/recovery coach/peer support specialist by helping participants access a seamlessly integrated continuum of care including: obstetrical, primary, behavioral, and pediatric healthcare; addiction and recovery support; parenting support; and concrete services. Essential Functions: • Provide training, consultation and TA to health care centers, medical staff, and substance use disorder (SUD) treatment staff (located across the state) on trauma-informed care, compassion fatigue, substance use disorders, substance exposed newborns, early attachment/parenting, recovery and building recovery-oriented systems of care, • Act independently in assessing, developing, and implementing site-based training plans, • Assist in leading Seeking Safety, Nurturing Parent, Group Peer Support, or other relevant evidence-based groups and to build programmatic capacity to deliver these services beyond the life of the grant, • Provide training, consultation, and TA on provision of family focused care, • Consultation on parent-child relationships and attachment, child safety/protection, and early childhood development, • Work closely with IHR’s trauma and parenting teams, • Participate in establishing regional provider care collaboratives, • Use cloud-based systems for communication with IHR’s site office, including shared calendars, timesheets, and supervisor check-ins., • Master’s degree in Social Work, Psychology, or related field of study, • Previous experience in clinical work, training, and TA, • Curriculum development experience, • Knowledge of substance use disorder treatment and recovery, • Trauma –informed care knowledge, • Understanding of family-centered, recovery-oriented systems of support, and the intersection between parenting and substance use disorders, • Experience working with pregnant and post-partum women and mothers of young children, • Knowledge of issues of Substance Exposed Newborns (SENs), • Knowledge of health care and substance abuse provider systems and medication assisted treatment, • Experience working in a position of responsibility on complex multi-year projects, • Project development and design experience, reporting to funding agencies and cross-agency partnerships, • Clear and effective communication, • Strong organizational skills, • Ability to work effectively in teams, • Self-motivated and independent, • Problem-solving skills, • Adaptability and flexibility, • Commitment to ongoing development and learning Equal Opportunity Employer: IHR is proud to be an equal opportunity employer, seeking to create an inclusive and diverse environment. All qualified applicants will receive consideration for employment without regard to race, ethnicity, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.

Job DescriptionDescription: We are seeking a passionate and experienced Part-Time Competitive Team Coach to support the development of youth athletes in our Competitive Team program. This coach will help facilitate high-quality practices, mentor athletes across age and experience levels, and contribute to a positive, growth-oriented team culture. The ideal candidate is knowledgeable about climbing movement, committed to athlete development, and values collaboration and communication. Key Responsibilities • Coach practices 2–4 days per week, including evenings and weekends., • Support athlete development in bouldering, lead, and/or speed disciplines through structured training and individualized feedback., • Assist in preparing athletes for competitions,, • Maintain a safe, inclusive, and motivating training environment for all team members., • Communicate regularly with the Head Coach and other coaches to align on athlete goals and training progressions., • Prior coaching experience in climbing or a related athletic discipline, • Experience working with youth or adolescent athletes, • Understanding of indoor competition climbing formats (USAC), • Ability to design practices with clear training goals and objectives in line with curriculum, • Ability to give clear, constructive, and encouraging feedback, • Personal experience in competition climbing, routesetting, • Familiarity with long-term athlete development and age-appropriate training principles, • USAC Coach Certification or SafeSport training (or willingness to obtain) Working at Bouldering Project At Bouldering Project, we aim to cultivate excitement for movement, belonging, and community. We lead by example—making our spaces and offerings accessible and welcoming to all. Our core values—Inclusive, Quality-Obsessed, Local at the Core, and Growth-Oriented—are expected to be demonstrated in both leadership and daily operations. These values guide how we build community, deliver exceptional experiences, and continually evolve together.

Job DescriptionSalary: $20-25 Job Summary: We are seeking a passionate and dedicated Certified Preschool Teacher to join our team. The ideal candidate will foster a positive and engaging learning environment for young children, promoting their social, emotional, and cognitive development through creative and age-appropriate activities. Key Responsibilities: • Curriculum Development: Design and implement a developmentally appropriate curriculum that meets the needs of all children in the classroom., • Classroom Management: Create a safe, nurturing, and stimulating classroom environment that encourages exploration and learning., • Child Assessment: Monitor and assess children's progress through observations and assessments, adapting teaching strategies to meet individual needs., • Parental Engagement: Communicate regularly with parents and caregivers about their child's progress and activities, fostering strong partnerships., • Collaboration: Work collaboratively with fellow teachers and staff to create a cohesive learning community., • Professional Development: Participate in ongoing professional development opportunities to stay current with early childhood education best practices., • Certification: Valid state certification in Early Childhood Education., • Experience: Previous experience working with preschool-aged children in an educational setting is preferred., • Skills:, • Strong communication and interpersonal skills., • Ability to work effectively in a team environment., • Creativity and enthusiasm for teaching., • Knowledge of child development principles.

Job Description Here at Appian, our values of Intensity and Excellence define who we are. We set high standards and live up to them, ensuring that everything we do is done with care and quality. We approach every challenge with ambition and commitment, holding ourselves and each other accountable to achieve the best results. When you join Appian, you'll be part of a passionate team dedicated to accomplishing hard things, together. Appian is seeking high-potential, ambitious university graduates to join our intensive multi-year Sales Development Program. This is not an internship—it's a fast-track to becoming a quota-carrying Account Executive at a leading enterprise software company. We are building our future sales team, and this program is designed to give you a complete 360-degree view of the sales cycle, from technical product mastery and initial lead generation to strategic account management and closing deals. If you are competitive, intellectually curious, and ready to link your performance directly to your career growth, Appian is where you belong. Your Path to Account Executive Upon successful graduation from the program, you will transition into a full-time, quota-carrying role as an Account Executive. Who You Are We are looking for ambitious individuals who are ready to make a significant impact immediately. Required Qualifications: • Mindset: Highly motivated, competitive by nature, and thrive in fast-paced, goal-oriented environments., • Communication: Excellent verbal, written, and interpersonal communication skills, particularly when engaging professional audiences., • AI: A strong interest shown in Artificial Intelligence (AI), with a basic understanding of and/or curriculum experience in AI, • Location: Willingness to relocate to a designated Appian Sales Hub City (DC, Boston, NYC, Chicago, Philadelphia, or Florida). Upcoming Graduation: Ideally you graduate (Bachelor's degree) in Spring 2026 (to start Summer 2026) * Prior experience in a sales, customer service, or competitive team environment (e.g., student leadership, collegiate athletics, part-time sales job). * Familiarity with or genuine interest in technology, automation, and the enterprise B2B software space. What You'll Do: The Three Phases This program is structured to provide a comprehensive, progressive sales education. Phase 1: Foundation (≈ 6 months) • Intensive technical and sales training., • Learn the Appian platform, customer use cases, and core technical concepts alongside ASCs., • Build professional soft skills tailored for enterprise engagement., • Pipeline development and outbound hunting., • Embedded within a regional sales team., • Drive high-volume activities: outbound prospecting, inbound lead response, and opportunity qualification., • Customer growth and retention., • Shadow and support senior Account Managers., • Focus on customer renewals, cross-sell plays, and strategic account planning., • Skills developed: Strategic account planning, renewal management, negotiation, forecasting. Tools and Resources • Training and Development: During onboarding, we focus on equipping new hires with the skills and knowledge for success through department-specific training. Continuous learning is a central focus at Appian, with dedicated mentorship and the First-Friend program being widely utilized resources for new hires., • Growth Opportunities: Appian provides a diverse array of growth and development opportunities, including our leadership program tailored for new and aspiring managers, a comprehensive library of specialized department training through Appian University, skills based training, and tuition reimbursement for those aiming to advance their education. This commitment ensures that employees have access to a holistic range of development opportunities. Appian is a software company that automates business processes. The Appian AI-Powered Process Platform includes everything you need to design, automate, and optimize even the most complex processes, from start to finish. The world's most innovative organizations trust Appian to improve their workflows, unify data, and optimize operations—resulting in better growth and superior customer experiences. For more information, visit appian.com. [Nasdaq: APPN] Follow Appian: LinkedIn. Appian is an equal opportunity employer that strives to attract and retain the best talent. All qualified applicants will receive consideration for employment without regard to any characteristic protected by applicable federal, state, or local law. Appian provides reasonable accommodations to applicants in accordance with all applicable laws. If you need a reasonable accommodation for any part of the employment process, please contact us by email at . Please note that only inquiries concerning a request for reasonable accommodation will be responded to from this email address. Appian's Applicant & Candidate Privacy Notice

Job DescriptionSalary: $25,000 - $30,000 Director of The Summer Program Location: Boston, MA Classification: Seasonal position part-time from January to April, transitioning to full-time from May through early September Reports To: Chief Executive Officer (CEO) ABOUT TENACITY Tenacity is a dynamic nonprofit organization that empowers under-resourced Massachusetts youth to graduate from high school and achieve post-secondary success. Since our founding in 1999, Tenacity has been providing high-dosage youth enrichment programs that promote literacy, life skills, rackets/fitness skills, and social/emotional growth. We have served more than 45,000 students, ages 6-22, from Boston, Worcester, and Chelsea, MA. Tenacitys objectives include: • Foster long-term, supportive relationships between students and Tenacity staff to encourage high school completion and post-secondary success., • Provide literacy skills that promote critical thinking and understanding through a literacy curriculum designed around themes of social justice and student empowerment., • Provide racket sports and fitness instruction that results in athletic skills, improved physical fitness, an understanding of health, enthusiasm for sport, and perseverance on and off the court., • As part of our Pathway to Post-Secondary Success, 6th, 7th and 8th graders receive 300+ hours of youth enrichment programming per year, helping students from under-resourced neighborhoods grow academically and socially while improving their level of fitness. For 25 years, Tenacity students have achieved a 95% high school graduation rate, higher than the 2021 average graduation rates in Boston (79%). 75% of Tenacity students are also succeeding in or have completed college or other structured post-secondary programs, which significantly exceeds the rate for Boston Public School graduates (38%). Tenacity is recognized as a leader in in-school, after-school, and summer programs. All our well-rounded programs provide literacy/academic support along with racket sports/fitness instruction, offering youth personal attention and the opportunity to develop age-appropriate literacy skills, life skills, and physical fitness. OUR SUMMER IMPACT Each summer, Tenacitys Summer Tennis, Reading, and Pickleball (STRP) program engages thousands of Boston youth across 25 sites, free of charge. The program blends fun, tennis, and pickleball instruction with reading support and life skills activities that keep students engaged and learning while school is out. STRP helps prevent summer learning loss, builds confidence, and promotes teamwork and healthy habits. Our team of dedicated instructors, coaches, and mentors play a vital role in creating safe, inclusive, and joyful environments where students can discover their potential both on and off the court. JOB SUMMARY Tenacity is seeking a dynamic and mission-driven Director of The Summer Program to lead and oversee the planning, coordination, and implementation of Tenacitys summer programs across Boston. This leadership position supports year-round programming and plays a key role in ensuring program excellence, staff development, and effective partnership management. KEY RESPONSIBILITIES • Recruit, supervise and coach summer Site Leaders, Sector Leaders, and 85+ seasonal program staff (primarily youth), fostering continuous improvement and professional growth., • Manage partnerships with the City of Boston, Boston Parks and Recreation Department, City of Boston Youth Employment & Opportunity, and Boston After School & Beyond and other community organizations., • Coordinate the training for all summer program employees., • Support program quality through data collection, outcome tracking, and continuous improvement processes., • Collaborate closely with HR, Operations, and Finance teams on hiring, payroll, budgeting, and compliance., • Oversee logistics for equipment, supplies, and facilities to ensure high-quality, safe programming environments., • Serve as a primary point of contact for family engagement in the summer, addressing inquiries, and supporting communication across sites., • Provide strategic leadership for summer transition planning, ensuring staff and program readiness., • Lead safety preparedness efforts and ensure all staff are trained in emergency protocols., • Represent Tenacity at events, partner meetings, and public engagements as needed. SKILLS AND QUALIFICATIONS • Demonstrated success as a highly motivated and organized professional., • Strong leadership, organizational, and problem-solving abilities., • Self-starter, proactive, and high energy., • Excellent verbal and written communication and relationship-building skills., • Experience in youth development, program management, or education-based nonprofits., • CPR/First Aid certification (or willingness to obtain) preferred., • Bachelors degree required; advanced degree preferred. DESIRED EXPERIENCE • Minimum 57 years of experience, or more, in program management or youth development., • Proven experience in partnership management and event or program coordination., • Knowledge of community-based programming and racket/fitness programs preferred. Compensation: Tenacity offers a competitive salary, $25,000 $30,000, based on experience and a comprehensive benefits package.

Job DescriptionBenefits: • Flexible schedule, • Opportunity for advancement, • Leadership roles, • Flexible hours, • Great pay, • Valuable work experience, • Increased social opportunities, • Future references/referralsRequirements:, • Ability to work with children, • Excellent interpersonal communication and organizational skills, • Provides leadership, discipline and constructive feedback to instructors and deck teachers to ensure quality delivery of the Goldfish Swim School curriculum., • Conducts daily pre-shift meetings and prepares the deck for the shift., • Conducts periodic evaluations of instructors and deck teachers., • Interacts with parents/guardians to discuss student progress., • Acts as a GSS ambassador to ensure customer satisfaction., • Completes daily Deck Supervisor logs on assigned shift and monitors the students attendance., • Coordinates tasks required to ensure the cleanliness of the pool facility., • Arranges for replacements for absent employees., • Maintains the appropriate levels of chemicals for the pool environment., • Acts as substitute swim instructor when necessary., • Suggests areas for improvement and implements corrective action through in-services or other training., • Participates in training/in-services as required.

Job DescriptionDescriptionUnder the supervision of the Site Director/Program Administrator, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator will serve as a liaison between the school day teacher and parent to support the academic and social emotional success of the students in their classroom. Age-appropriate activities should provide for growth in cognitive skills, self-awareness, peer relationships, and character development. The educator conducts him/herself in a caring, responsible, honest, and respectful manner and is a role model for colleagues, as well as for program participants and families. In addition, he/she ensures focus on programming that promotes healthy living, social responsibility, and youth development with the ultimate goal to position the YMCA of Greater Boston to be the child care program of choice for families and school districts, providing the best in outcomes, staff and level of innovation. Requirements: • Keeps safety of children as first priority; emphasizes personal safety and emotional well-being with the children, parents, and early education staff., • Ensures 100% compliance with COVID 19 policies – children in masks at all times, constant handwashing, social distancing., • Uses positive and constructive methods of child guidance, while ensuring that all staff does the same., • Adheres to the rules, regulations and procedures set forth by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Ensures supervision of children and management of smooth transitions to promote safety and appropriate behavior., • Works with the Site Director in the design of the program space and maintain facility and supplies at all times., • Assists the Site Director with relevant assessments on a variety of levels throughout the year by means of progress reports, parent surveys, and program self-assessment., • Provides children with a well-balanced curriculum of specific, planned learning experiences that support their social, emotional, physical, cognitive, and language development. Key ResponsibilitiesThis employee ensures: • Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development., • Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture., • Communicates information to parents., • Maintains a program environment that is safe, healthy, and engaging., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential., • A program which meets community needs in a manner consistent with the YMCA mission., • Practices and follows all COVID-19 Policies., • Completes daily screening prior to entering work each day., • Wears a mask at all times, • Abides by Social Distancing recommendations, • Completes all PPE and Safety trainings prior to first day of work

Job DescriptionDescriptionUnder the supervision of the Site Director/Program Administrator, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator will serve as a liaison between the school day teacher and parent to support the academic and social emotional success of the students in their classroom. Age-appropriate activities should provide for growth in cognitive skills, self-awareness, peer relationships, and character development. The educator conducts him/herself in a caring, responsible, honest, and respectful manner and is a role model for colleagues, as well as for program participants and families. In addition, he/she ensures focus on programming that promotes healthy living, social responsibility, and youth development with the ultimate goal to position the YMCA of Greater Boston to be the child care program of choice for families and school districts, providing the best in outcomes, staff and level of innovation. Key ResponsibilitiesThis employee ensures: • Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development., • Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture., • Communicates information to parents., • Maintains a program environment that is safe, healthy, and engaging., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential., • A program which meets community needs in a manner consistent with the YMCA mission., • Practices and follows all COVID-19 Policies., • Completes daily screening prior to entering work each day., • Wears a mask at all times, • Abides by Social Distancing recommendations, • Keeps safety of children as first priority; emphasizes personal safety and emotional well-being with the children, parents, and early education staff., • Ensures 100% compliance with COVID 19 policies – children in masks at all times, constant handwashing, social distancing., • Uses positive and constructive methods of child guidance, while ensuring that all staff does the same., • Adheres to the rules, regulations and procedures set forth by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Ensures supervision of children and management of smooth transitions to promote safety and appropriate behavior., • Works with the Site Director in the design of the program space and maintain facility and supplies at all times., • Assists the Site Director with relevant assessments on a variety of levels throughout the year by means of progress reports, parent surveys, and program self-assessment., • Provides children with a well-balanced curriculum of specific, planned learning experiences that support their social, emotional, physical, cognitive, and language development.

Job Description * Sign on bonus $3000 Catholic Charities Boston provides opportunities that help ensure people of all backgrounds have what they need to survive and thrive. Are you passionate about our mission and want to make a difference for those in need within our communities? With a refreshing culture that is supportive, collaborative, and encouraging of diverse perspectives and backgrounds why not join Catholic Charities! Depending on your role and your hours, we offer: • Paid time off- including holiday, vacation, and sick and personal time, • Paid family and medical leave- up to 26 weeks per year of combined paid family and medical leave, • Health insurance plans- including dental and vision insurance, with coverage that begins on your first day of employment. Flexible Spending Account (FSA) including health care reimbursement and dependent care reimbursement plans, • Health care reimbursement account-to save money on out-of-pocket medical expenses, • Insurance eligibility- for short- and long-term disability, employer-provided life insurance and a variety of other insurance coverage, • 403(b) retirement savings plan- with an annual increase, and Roth contribution option and core contribution, • Commuter choice benefit plan- to support pre-tax transit expenses and more Job responsibilities: Responsibilities of the position are below. Additional duties may be assigned as required. • Coordinate all activities related to curriculum implementation within the family childcare system, including oversight of "Ages and Stages”, • Provide/arrange on-going curriculum consultation and support to family childcare educators, • May manage and expand Universal Pre-Kindergarten (UPK) grant funded activities., • Provide in-service training to FCC staff and FCC educators relating to best practices in the field of Early Childhood Education, • Provides CDA, FCC accreditation support to FCC educators, • Research appropriate available courses and facilitate access to higher education opportunities for FCC educators, • Input data related to ASQ Manager as required, • Generate reports as requested by the supervisor., • May represent family childcare system on community committees and councils related to early childhood education, • Monitor and assist with special education and Early Intervention referrals as needed., • Observe, document, and report to the supervisor areas of concern that pertain to educators, • Monitor and support educational environment to maintain compliance with EEC, Catholic Charities, and other applicable standards and regulations., • Physical, mental and emotional ability to accomplish the job, including climbing stairs, evacuating the building, with or without corrective devices and accommodations, including the ability to read and write, to hear the conversational voice, to speak and be understood, and the ability to lift and carry children and other items weighing up to 30 pounds., • Follow through with all agency directives and assigned tasks and projects in a professional and positive manner, respecting supervision and constructive criticism., • Model the CCAB mission statement to "respect the dignity of all people.”, • Attend all required meetings and trainings, which may involve evening hours., • Demonstrate willingness to work cooperatively with colleagues., • Maintain a high standard of ethical conduct and professional responsibility, including confidentiality, to children, families, colleagues, the Agency and the community., • Have a plan for her/his own professional development (IPDP), staying current in the field by attendance at workshops and conferences, reading relevant literature, and/or taking or teaching courses, including 20 hours of professional development as required by EEC, and documented in the PQ Registry, • Work is performed in an office setting, that requires long periods of sitting and traveling to educators’ home, agencies and meetings Qualifications: • EEC Lead Teacher certified., • AA in early childhood education, BA preferred, • Three years teaching experience., • Experience coaching mentoring adult learners, • Valid driver's license and transportation for local travel, • Competent computer skills and knowledge of Microsoft Office Suite, • Good oral and written communication skills, • Bilingual ability in Spanish, Portuguese, and Haitian Creole is preferred but not required, • Ability to pass a background record check (BRC), • sign on bonus is payable as follows: half paid in first available payroll cycle following start date and half after successful completion of 90 day of employment* We are an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity or expression, pregnancy, age, national origin, disability status, genetic information, protected veteran status, or any other characteristic protected by law. Visit us at: . 2024

Job Description REPORTS TO: Infant & Toddler Site Director LOCATION: 58 or 66 Berkeley Street, Boston, MA 02116 UPDATED: April 2024 ELLIS MISSION: Ellis partners with families to provide high-quality early childhood education and out-of-school programs in a warm, nurturing environment. A recognized leader in our field, we support children across the socio-economic spectrum, treasure diversity in all forms, and celebrate the joy of childhood. Ellis Early Learning, "Ellis," (formerly known as Ellis Memorial) is a vibrant, Boston-based nonprofit with a rich history founded in 1885. Ellis provides the highest quality early education and care for infants, toddlers and preschool children. Ellis is among the most socio-economically, racially, and culturally diverse organizations serving children in Boston and is nationally accredited. Through a partnership with Boston Public Schools, it also operates four high performing community based UPK classrooms. Ellis operates out of two historic buildings in the South End and a center in Jamaica Plain and serves over 300 children annually. Learn more about us at . PRIMARY RESPONSIBILITIES The Teacher is responsible for the supervision of their children's group as well as the design and implementation of day-to-day activity and learning plan. RESPONSIBILITIES • Provide planning and execution of appropriate reading readiness experiences for each curriculum group, • Provide planning and execution of appropriate art, music, literature, science, etc. activities, • Maintain records of the progress of each child's growth and development, • Maintain communication regarding child's growth and development with staff members, Program Director, and parents, • Maintain classroom and all educational equipment and materials, • Maintain records of all accidents, concerns regarding children, unusual behavior of children, suspected incidents of abuse and/or neglect and communicate information to Program Director, • Ensure adequate nurturing of child's developmental tasks, including any special needs mandated by Protective Services, • Schedule and participate in all staff/parent meetings, • Knowledge of all emergency procedures, • Assist Lead Teacher with progress reports, • Participate/attend monthly staff meetings/workshops, • Participate in Individual (1:1) meetings with program director every 2-months, • Provide individual time for each child in playing, holding, and talking, • Provide feedings according to a child's schedule, • Provide diaper and clothing changes regularly and as needed, • Supervise toileting of older toddlers if needed QUALIFICATIONS • Must have a minimum of 12 credits in Early Childhood Education, if you have an advanced degree (i.e. Associates, Bachelor's Degree) additional compensation is offered, • At least one-year work experience with the appropriate age group, • DEEC certification for age-appropriate group, • Must be at least 18 of age, • At least one year work experience with appropriate age group, • Certified in First Aid and CPR for children, • Able to communicate effectively orally and in writing, • Demonstrated ability to practice effective time management, organizational skills, priority management, and analytical ability, • Sensitivity to multi-cultural issues, multi-cultural training preferred, • Good role model, • Sound personal judgment, initiative, and resourcefulness, • Must be able to lift 25 lbs. COMPENSATION & BENEFITS: Competitive benefits package includes vacation and sick time, birthday holiday, health insurance, dental/vision insurance, flex spending accountant and 401k with employer match with a full-time/40 hour a week position. The purpose of this description is to describe the major responsibilities of the position. It is not to be considered a complete statement of all elements of the work that may be performed. All candidates must conduct and pass an EEC Background check before their start date.

Job Description Primary Responsibility: The goal of this position is to implement a developmentally appropriate curriculum for the Kennedy Center's highly professional and nurturing Head Starts Extended Day, Toddler, Pre School and School Age Child Care services and assure compliance with all licensing and accreditation sources. To be a member of the Children's Services team, and to stay current on regulations, standards and policies. Representative Listing of Essential Job Duties; • The Teacher will assist the teaching team with maintaining a safe, healthy learning environment., • The Teacher will complete accurate documentation of children’s developmental progress, • Teacher will assist in the planning, creating and implementing developmentally appropriate curriculum based on children’s strengths, needs and interests., • The Teacher will support parents and provide resources and make referrals as needed. The above listing is not to be considered as inclusive of all job functions and/or operational responsibilities but a representative listing of the job duties. Required Competencies: • The ability to implement knowledge of child development and developmentally appropriate curriculum into daily practices. • The ability to follow guidelines defined by Head Start Performance Standards, NAEYC Accreditation Standards and EEC regulations,, • The ability to communication effectively with supervisors, coworkers, community resources, and consumers of Kennedy Center's services. The ability to submit required documentation in a timely manner. • Ability to use and manage the technology to collect, organize, store, and use data for ongoing operations such as data collection for client records, progress reputing, and reporting to funding sources. • The ability to provide leadership and supervise a teaching team,, • The ability to use technology for routine electronic communication with supervisors, families, and coworkers., • Excellent organizational skills., • The ability to effectively manage many and at time competing demands., • Sensitivity to issues of concern to all families; l. Associate, Bachelor degree or Master degree in ECE or related field 2. Minimum of Teacher qualification from EEC Experience Requirements: l. Minimum of one (l) year of experience in a licensed early childhood education program.

Job DescriptionCompany Description Uncommon Schools is a nonprofit network of high-performing public charter schools dedicated to providing an exceptional K-12 education in economically disadvantaged communities. Operating in Boston, Camden, New York City, Newark, and Rochester, we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, reflecting our dedication to their success. We invest deeply in our educators, offering weekly coaching, feedback, and professional development to ensure excellence in teaching and leadership. Join us to work hard, do good, and make a lasting difference! Job Description Uncommon High School Science teachers work collaboratively across the network to prepare all students with the tools and knowledge to critically engage in the field of science and develop them into self-directed learners. At the heart of all Science courses is inquiry-based learning, including a robust focus on student discourse and the science practices. Science teachers employ a variety of instructional strategies to develop a passion for scientific questioning and analysis in their students. Our teachers prepare all students such that they have the choice to study and excel in any STEM discipline. We prepare all students to be citizen scientists that have the tools and knowledge to critically engage in the field of science regardless of their university major or professional career. Our teachers become experts in their course content and have a keen sense of how to motivate and inspire high school students. Responsibilities 1. Instruction • You’ll teach a curriculum that includes, but is not limited to, analysis of Biology, Chemistry, Physics, and Environmental Sciences that prepares students for Advanced Placement (AP) and collegiate level coursework., • You'll develop students’ practices skills of questioning, modeling, constructing explanations, data analysis, argumentation, and planning and conducting interactive labs., • You’ll create an environment where students feel confident using their voice to engage in scientific discourse., • You will facilitate student-led discourse, during which students use evidence to make sophisticated claims and synthesize and critique arguments., • You'll facilitate student-led inquiry of various scientific topics and engage students in lab and project-based performance tasks., • You'll work with the Science department to determine academic and engagement goals for students. 2. Data Analysis • You'll meet weekly with your principal and/or instructional coach to analyze and respond to trends in student work samples and assessments., • You'll learn and implement strategies to differentiate instruction for all learners in your classroom. 3. School Culture • You’ll build positive relationships with students to ensure they feel seen, loved, and heard., • You’ll partner with students’ families to ensure appropriate resources are available to support their child's learning needs., • You'll engage in practice-based professional development, mentorship, and coaching sessions., • You'll participate in weekly, school-wide meetings to cultivate community, model our core values, and encourage student achievement., • You'll partner with your grade level team to develop academic goals and practice instructional strategies.Qualifications, • A demonstrated commitment to supporting students’ social emotional and academic development, • An enthusiasm for collaborating with internal and external partners in the best interest of students, • A self-directed learner who solicits and implements feedback to improve outcomes and achieve objectives, • Required Experience:, • A demonstrated interest in impacting K-12 students in urban schools and communities (1-2 years experience preferred)., • Academic expertise in Science, Technology, Engineering, Mathematics, or other related fields of study., • Prior to the start of employment, you must have a bachelor's degree from an accredited college or university and have earned a cumulative GPA of 2.5 or higher by the time employment begins. You do not need to be certified to be hired; however, if hired you will need to pass state teacher certification tests to meet the MA state requirements., • All Commonwealth charter teachers must either have an appropriate MA educator’s license or pass required the MTEL(s) including the Communications and Literacy MTEL , Subject Specific MTEL, and the MTEL SEI (Sheltered English Immersion) Endorsement within first year of employment. All core academic teachers* assigned to teach English learners are required to earn the SEI endorsement. Any teacher without a SEI endorsement has one year from date of assignment to teach ELs, to earn the MTEL SEI endorsement. Additional Information Our people are what makes us Uncommon. We offer competitive compensation and comprehensive benefits that support the personal health, wellness, and finances of our staff and their families. Our compensation philosophy values equity & fairness and attracting & retaining top talent. Compensation Compensation for this role is between $57,000 to $89,000. Starting pay is determined using various factors including but not limited to relevant full-time teaching experience, education certifications, and tenure with Uncommon Schools. Candidates without full-time Teaching experience will likely have a starting salary of $57,000. Benefits • Generous paid time off inclusive of sick time, paid holidays, and 10 weeks of paid breaks (Spring, Winter, and Summer)., • Extensive, best-in-class training and development, • Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA), • Financial Planning, • Pension through Mass. Teachers Retirement System, • 403(b) retirement savings program, • Paid leave of absence options (parental, medical, disability, etc.) At Uncommon, we believe that a supportive and welcoming environment helps our students, staff, and community thrive. We are dedicated to building a team that brings a wide range of perspectives and experiences, reflective of the communities we serve---with over 70% of our staff identifying as people of color. Our organization values respect and open dialogue on important topics that shape our school culture. As an equal opportunity employer, Uncommon provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. We also ensure that individuals with disabilities receive all privileges and benefits associated with employment and are provided reasonable accommodations for the interview process and to perform core job functions. If you would like to request an accommodation, please email .

Job DescriptionCompany Description Uncommon Schools is a nonprofit network of high-performing public charter schools dedicated to providing an exceptional K-12 education in economically disadvantaged communities. Operating in Boston, Camden, New York City, Newark, and Rochester, we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, reflecting our dedication to their success. We invest deeply in our educators, offering weekly coaching, feedback, and professional development to ensure excellence in teaching and leadership. Join us to work hard, do good, and make a lasting difference! Job Description Uncommon High School Math teachers work in grade teams and content teams to push students towards being self-guided learners. Our teachers become experts in their course content, and have a keen sense of how to motivate and inspire high school students. At the heart of all math classes is a deep joy for mathematics. Math teachers use a variety of instructional strategies to cultivate student awareness of how to make sense of, persevere through, and solve problems. At the conclusion of high school, students are prepared for academic autonomy and college preparatory work. Responsibilities 1. Instruction • You'll use a Math curriculum to teach content that may include Algebra, Geometry, or Calculus and prepares students for Advanced Placement (AP) and collegiate level coursework., • You'll support students as they solve problems and think critically., • You'll use your love of mathematics to foster confidence and meaningful engagement with the subject for students., • You'll cultivate the ability to construct and justify viable arguments using reasoning, math vocabulary, tools, and postulates., • You'll use your passion for mathematics to build a community of self-guided learners where students feel safe, confident, and engaged., • You'll work with the Math department to determine academic and engagement goals for students. 2. Data Analysis • You'll meet weekly with your principal and/or instructional coach to analyze and respond to trends in student work samples and assessments., • You'll learn and implement strategies to differentiate instruction for all learners in your classroom. 3. School Culture • You’ll build positive relationships with students to ensure they feel seen, loved, and heard., • You’ll partner with students’ families to ensure appropriate resources are available to support their child's learning needs., • You'll engage in practice-based professional development, mentorship, and coaching sessions., • You'll participate in weekly, school-wide meetings to cultivate community, model our core values, and encourage student achievement., • You'll partner with your grade level team to develop academic goals and practice instructional strategies.Qualifications, • A demonstrated commitment to supporting students’ social emotional and academic development, • An enthusiasm for collaborating with internal and external partners in the best interest of students, • A self-directed learner who solicits and implements feedback to improve outcomes and achieve objectives, • Required Experience:, • A demonstrated interest in impacting K-12 students in urban schools and communities (1-2 years experience preferred)., • Academic expertise in Mathematics, Science, Technology, Engineering, or other related fields., • Prior to the start of employment, you must have a bachelor's degree from an accredited college or university and have earned a cumulative GPA of 2.5 or higher by the time employment begins. You do not need to be certified to be hired; however, if hired you will need to pass state teacher certification tests to meet the MA state requirements., • All Commonwealth charter teachers must either have an appropriate MA educator’s license or pass required the MTEL(s) including the Communications and Literacy MTEL , Subject Specific MTEL, and the MTEL SEI (Sheltered English Immersion) Endorsement within first year of employment. All core academic teachers* assigned to teach English learners are required to earn the SEI endorsement. Any teacher without a SEI endorsement has one year from date of assignment to teach ELs, to earn the MTEL SEI endorsement. Additional Information Our people are what makes us Uncommon. We offer competitive compensation and comprehensive benefits that support the personal health, wellness, and finances of our staff and their families. Our compensation philosophy values equity & fairness and attracting & retaining top talent. Compensation Compensation for this role is between $57,000 to $89,000. Starting pay is determined using various factors including but not limited to relevant full-time teaching experience, education certifications, and tenure with Uncommon Schools. Candidates without full-time Teaching experience will likely have a starting salary of $57,000. Benefits • Generous paid time off inclusive of sick time, paid holidays, and 10 weeks of paid breaks (Spring, Winter, and Summer)., • Extensive, best-in-class training and development, • Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA), • Financial Planning, • Pension through Mass. Teachers Retirement System, • 403(b) retirement savings program, • Paid leave of absence options (parental, medical, disability, etc.) At Uncommon, we believe that a supportive and welcoming environment helps our students, staff, and community thrive. We are dedicated to building a team that brings a wide range of perspectives and experiences, reflective of the communities we serve---with over 70% of our staff identifying as people of color. Our organization values respect and open dialogue on important topics that shape our school culture. As an equal opportunity employer, Uncommon provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. We also ensure that individuals with disabilities receive all privileges and benefits associated with employment and are provided reasonable accommodations for the interview process and to perform core job functions. If you would like to request an accommodation, please email .

Job DescriptionDescriptionThe Intervention Support Specialist is responsible for providing technical assistance to the local program staff of HS and/or EHS and all component staff related to the integration of the disabilities and mental health component throughout the programs they serve. The Intervention Support Specialist provides training, support and guidance to staff and parents on the mainstreaming and provision of services to children with disabilities and their families and the social/emotional wellbeing for children and families. The Intervention Support Specialist is responsible for promoting the mission of ABCD Head Start & Children’s Services; building an understanding of the program by communicating this mission to staff, families and the community. This position must comply with all federal, state and local laws, regulations, standards and policies, including those of the federal Administration for Children and Families (ACF), the Massachusetts Department of Early Education and Care (EEC), the Individuals with Disabilities Education Act (IDEA), Massachusetts Department of Elementary and Secondary Education (DESE), Massachusetts disability law (Chapter 766), Boston Family Engagement Network (BFEN) and ABCD, Inc. Head Start and Children’s Services policies and procedures. All ABCD Head Start/Early Head Start and Children’s Services personnel who are paid to care for, or work with, children are MANDATED BY LAW to report all suspected cases of child abuse and neglect to the Massachusetts Department of Children and Families (DCF), pursuant to Massachusetts General Laws Chapter 119 §§ 51A – 51G. Any staff member who suspects child abuse or neglect of a child must inform his or her supervisor immediately. The responsibilities of a particular position may support both Early Head Start and Head Start depending on the individual assignment. The specific corresponding funding allocation will be documented on the personnel payroll authorization or change of status form. All communications are potentially sensitive and are subject to Head Start's policy on confidentiality. Essential DutiesIntegrated Support and Services (Up to 80%) • Works collaboratively with all component staff, parents and staff from community agencies, early intervention programs and the public schools to ensure that:, • children with disabilities are recruited;, • interdisciplinary program planning occurs;, • appropriate referrals, screening, assessment, diagnostic services and placements are provided;, • Individualized Education Plans (IEP’s) and Individual Family Service Plans (IFSP’s) are incorporated and implemented;, • an accepting, mainstreamed classroom environment is provided;, • an educational program for parents is developed; and, • a smooth transition into Head Start/Kindergarten (including K0, K1 and K2 classrooms) is arranged for., • Observe and informally assess children identified through screening and/or teacher/parent referral, when appropriate;, • Provide assistance in adapting and modifying educational activities and methods and implementing recommendations of outside specialists;, • Provide ongoing consultation and support to parents and staff regarding:, • P.L. 94-142, Chapter 71b and IDEA;, • Head Start/Early Head Start philosophy of mainstreaming children with disabilities;, • support networks for families before and after Head Start/Early Head Start;, • Advocacy skill development;, • Referrals to contractual and outside mental health professionals;, • Monitor services provided by licensed or certified mental health professionals;, • Identifying behavioral or mental health concerns of an individual child or group of children;, • Assist in providing special help for children with Atypical behavior or development., • Observe and assess the appropriateness of programs outside Head Start or Early Head Start for possible placement or referral following the evaluation of a child;, • Coordinate paperwork and create action plans related to social & emotional disabilities effort to facilitate early identification and delivery of service;, • Facilitate the delivery of therapeutic services;, • Maintain and monitor a comprehensive record keeping system through documents and database system;, • Maintain statistical data as requested by the ABCD Head Start administration and in accordance with federal and state regulations;, • Maintain and document on-going communication and site visits with local programs;, • Monitor and provide information relative to Head Start requirements: support program staffs to ensure children have completed, up to date IEPs, IFSPs, and Mental Health Plans;, • Monitor and track follow-up needs, developmental screenings, curriculum system, and child outcomes;, • Assist with administrative needs as requested;, • Attend required on and off site meetings and trainings;, • Demonstrated knowledge of typical and atypical development with ability to recognize the symptoms of a developmental issue;, • Ability to empathetically communicate understanding of emotional factors that influence parents of children who experience a disability;, • Demonstrate knowledge of developing plans for helping to encourage and support children in overcoming delays and possible barriers to learning;, • Demonstrate knowledge and sensitivity to the education and socioeconomic needs of the children and families served in Head Start;, • Familiarity with the Public School systems and thorough knowledge of the Chapter 71B referral and evaluation process;, • Familiarity with the Massachusetts Early Intervention System and thorough knowledge of the delivery of family centered services to infants and toddlers with disabilities or at risk for developmental delays;, • Ability to translate clinical evaluations into concrete goals and curriculum for infant/toddler and preschool classrooms;, • Ability to plan and implement in-service training sessions for staff with varying abilities and experience;, • Excellent verbal and written communication, as well as interpersonal skills;, • Ability to work cooperatively as a member of a team with other program staff and parents;, • Knowledge of neighborhoods served by programs and city-wide services relevant to the programs population;, • Proven ability to keep accurate written records and documentation;, • Possess bilingual ability where appropriate. Translates as necessary or when needed;, • Engage in ongoing staff development trainings and meetings to expand professional skills;, • Maintain professional boundaries in relationships with staff and families;, • Lift and move infant through pre-school age children;, • Supervise and monitor children when participating in classroom activities;, • Attend to the needs of children with disabilities, including physically and emotionally challenged children;, • Frequent significant decisions and problem solving abilities;, • Frequent traveling for evaluations, screenings and off site trainings;, • Regular kneeling, bending and sitting on the floor to attend to child's needs;, • Lift items based on program administration needs;, • Must be able to work independently without intensive supervision;, • Must be able to balance and prioritize work load and have strong time management skills. EDUCATION & EXPERIENCE:Intervention Support Specialist I: Bachelor’s Degree in Early Childhood Education or related field, and a minimum of one course in special education/early childhood mental health required. Two years of experience providing care or teaching children with special needs or disabilities may be counted towards special education coursework. Minimum of 9 months experience providing care to or teaching children with special needs or disabilities also required. Intervention Support Specialist II: Master’s degree in Early Childhood, Special Education, Mental Health or related field, and a minimum of one course in special education required. Minimum of nine months experience providing care to or teaching children with special needs or disabilities also required.

Job Description4–6 Elementary Teacher Affordable housing option available for candidates, if needed About Mystic Valley Regional Charter School (MVRCS) Founded in 1998, Mystic Valley Regional Charter School in Malden, MA serves more than 1,750 students in Kindergarten through Grade 12. Our academic model is built upon exceptional teaching, carefully selected curricula delivered with fidelity, high expectations, and traditional pedagogy. These pillars empower our students to achieve at the highest levels. Each year, Mystic Valley ranks among the top public schools in Massachusetts, New England, and the nation. Our graduates routinely excel in post-secondary education, reflecting the strong academic preparation they receive during their time at Mystic Valley. Students in Grades K–12 attend school in dress code, participate in 200 days of instruction, and benefit from a school day that is approximately 60 minutes longer than that of traditional public schools. These extended learning opportunities ensure that all students receive access to a world-class education. Responsibilities * Maintain the daily classroom structure, routines, and schedule. * Support strong classroom culture by reinforcing the 4:1 Positive Comment Ratio for behavior management. * Deliver instruction using Direct Instruction and the Core Knowledge curriculum with fidelity. * Document daily lessons and student progress; submit weekly updates to the Professional Development Coordinator (PDC). * Record and report weekly successes and challenges related to Core Knowledge lessons. * Participate in all scheduled professional development. * Attend weekly grade-level meetings, Teacher Assistance Team (TAT) meetings (weekly/biweekly), and bi-monthly staff meetings. * Participate in IEP meetings as needed and complete all required special education documentation. * Implement classroom accommodations and modifications in accordance with IEPs and 504 plans. * Complete four progress reports and four report cards annually for all students in assigned homeroom and specialty classes, as well as academic groups. * Conduct four parent-teacher conferences each year (two in fall, two in spring). * Attend Back to School Night, open houses, the Holiday Performance, and the High School Senior Luncheon. * Participate in assigned morning, lunch/recess, and afternoon duties. * Support and follow all school policies, procedures, and expectations. * Perform additional duties as assigned by the Lead Teacher. Requirements * Bachelor’s degree required. * Strong verbal and written communication skills. * Ability to analyze information, collect data, and draw valid conclusions. * Ability to perform duties with a thorough understanding of school policies, state and federal regulations, and MVRCS expectations. * Strong collaboration, teaching, coaching, and leadership skills to support students and contribute to a team environment. * Successful completion of required MTEL examinations within one year of employment. * Annual appointment with yearly evaluation. Equal Opportunity Employer Mystic Valley is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran status, or disability. Powered by JazzHR ddAp3GZgDa

Job DescriptionDescriptionUnder the supervision of the Site Director/Program Administrator, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator will serve as a liaison between the school day teacher and parent to support the academic and social emotional success of the students in their classroom. Age-appropriate activities should provide for growth in cognitive skills, self-awareness, peer relationships, and character development. The educator conducts him/herself in a caring, responsible, honest, and respectful manner and is a role model for colleagues, as well as for program participants and families. In addition, he/she ensures focus on programming that promotes healthy living, social responsibility, and youth development with the ultimate goal to position the YMCA of Greater Boston to be the child care program of choice for families and school districts, providing the best in outcomes, staff and level of innovation. Requirements: • Keeps safety of children as first priority; emphasizes personal safety and emotional well-being with the children, parents, and early education staff., • Ensures 100% compliance with COVID 19 policies – children in masks at all times, constant handwashing, social distancing., • Uses positive and constructive methods of child guidance, while ensuring that all staff does the same., • Adheres to the rules, regulations and procedures set forth by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Ensures supervision of children and management of smooth transitions to promote safety and appropriate behavior., • Works with the Site Director in the design of the program space and maintain facility and supplies at all times., • Assists the Site Director with relevant assessments on a variety of levels throughout the year by means of progress reports, parent surveys, and program self-assessment., • Provides children with a well-balanced curriculum of specific, planned learning experiences that support their social, emotional, physical, cognitive, and language development. Key Responsibilities This employee ensures: • Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development., • Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture., • Communicates information to parents., • Maintains a program environment that is safe, healthy, and engaging., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential., • A program which meets community needs in a manner consistent with the YMCA mission., • Practices and follows all COVID-19 Policies., • Completes daily screening prior to entering work each day., • Wears a mask at all times, • Abides by Social Distancing recommendations, • Completes all PPE and Safety trainings prior to first day of work

Job DescriptionDescriptionPosition Summary: Under the supervision of the Site Director, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator serves as a liaison between the school day teacher and parent, supporting the academic and social-emotional success of students in their classroom. Age-appropriate activities should support growth in cognitive skills, self-awareness, peer relationships, and character development. The educator is expected to act in a caring, responsible, honest, and respectful manner as a role model for colleagues, program participants, and families. Additionally, they will ensure a focus on programming that promotes healthy living, social responsibility, and youth development, positioning the YMCA of Greater Boston as the childcare program of choice for families and school districts, providing excellence in outcomes, staff, and innovation. Responsibilities • Program Curriculum: Designs and implements curricula that foster cognitive skills, self-awareness, group relationships, and character development., • Licensing Compliance: Ensures adherence to EEC (Early Education and Care) licensing standards and perpetuates an inclusive culture., • Parent Communication: Regularly communicates relevant information to parents and caregivers., • Environment Management: Maintains a safe, healthy, and engaging environment for children., • Developmentally Appropriate Programming: Designs programs that support children’s growth and learning, helping them reach their full potential., • Prioritizes child safety and emphasizes both physical and emotional well-being with children, parents, and early education staff., • Utilizes positive and constructive methods of child guidance and ensures all staff do the same., • Adheres to the rules, regulations, and procedures set by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Supervises children and manages smooth transitions to promote safety and positive behavior., • Collaborates with the Site Director in program space design and maintains facilities and supplies., • Assists the Site Director with assessments, including progress reports, parent surveys, and program self-assessment., • Provides children with a well-balanced curriculum of planned learning experiences to support their social, emotional, physical, cognitive, and language development.

Job Description Position: Physics Teacher - Sabbatical Coverage SY 2026-2027 Department: Upper School - Science Department Location: Milton Academy Campus, Milton, MA Hours: Full-time with the flexibility to work nights and weekends FLSA: Exempt Classification: Faculty (Academic Year) Work authorization required; no sponsorship available. Salary Range: For the 2025–26 academic year, faculty salaries range from $50,000 to $120,000 annually. Placement within this range is determined by years of experience, in alignment with Milton Academy’s faculty salary scale, which is designed to ensure equitable pay progression. Housing Stipend: Faculty members who reside off-campus will also receive an annual stipend of $12,600 (in 2025-26) in addition to the base salary listed above. About the School: Milton Academy is an independent college preparatory K–12 school, boarding and day in grades 9–12, located just outside of Boston. Milton Academy cultivates in our students a passion for learning and a respect for others. Milton students grow by developing their own identities, learning from and listening to the lived experiences of others, and living and working among peers whose differences they accept with respect and care. In our ongoing work to create an environment that confronts bias, injustice, and bigotry, we encourage each other to be open to learning, explore our histories and identities, and seek to understand the world around us with a critical lens. At Milton, we prepare students to partner with their future communities to create a more just world, and to have the courage to speak up and live by our motto, “Dare to be true.” Summary of Position: Milton Academy is seeking a full-time Physics Teacher to join the Upper School Science Department for a one-year sabbatical coverage beginning in August 2026 and ending in June 2027. We are looking for an educator who is passionate about fostering a dynamic and inclusive learning environment that emphasizes innovative teaching practices and student engagement. The ideal candidate will actively support students, create a positive and collaborative classroom atmosphere, and adapt instructional approaches to accommodate diverse learning styles. This position involves teaching inquiry-based physics courses at both regular and advanced levels, encouraging hands-on exploration and critical thinking. Additionally, the role requires the development and ongoing review of curriculum and course materials to ensure a relevant and engaging physics program. Other faculty member responsibilities at Milton Academy encompass advising, community, and residential life activities, among others. Please see the full job description for more information. The school seeks candidates who could contribute to the broader student experience, from co-curricular to athletic to residential life programming. Essential Functions and Responsibilities: Teaching * Create and implement a curriculum for physics courses, emphasizing student engagement while fostering a deep appreciation for physics and laboratory practices. * Teach an introductory physics course, with a preference for those who can also teach engineering electives. * Create a student-centered learning atmosphere that facilitates students’ mastery of physics and a positive classroom environment that encourages student participation and discussion. * Adapt teaching methods to accommodate diverse learning styles and abilities. * Stay informed about the latest developments in science education, trends, and innovations, and incorporate these into the program. * Learn about diversity, equity, and inclusion in education; incorporate related principles when designing curriculum, teaching, and engaging with students. * Collaborate with colleagues to develop inter-departmental and cross-disciplinary projects and initiatives, including the potential development of new physics-based elective courses. * Actively support students, providing mentorship and academic guidance. * Assess and evaluate student performance through assignments, projects, and exams. * Generate timely and comprehensive comments for each student, providing a well-rounded perspective on their academic performance. * Communicate effectively with students, parents, and colleagues regarding academic progress. Advising * Serve as an advisor to a group of up to nine students, engaging in advisor meetings each week. * Connect, support, communicate, encourage, and celebrate each advisee * Facilitate students' social-emotional learning and growth in alignment with all school programming through small group meetings. * Build deep relationships with each advisee and assist them in navigating challenges they may encounter. * Form relationships with and act as a liaison between the school and advisee families; serve as the first point of contact between the school and families. * Read and be familiar with all relevant materials, most importantly the Student Handbook and the sections of the US Faculty Handbook on academic regulations and diploma requirements. * Be informed about course offerings for the following year and help each advisee select programs that are challenging and appropriate, as well as areas of special interest. * Review each advisee’s grades and comments. * Craft formal advisor reports for each advisee two times per year, offering overarching perspectives on their progress, and acknowledging a broader view of their academic and community achievements at Milton. * Should an advisee need additional support in a particular area, be in steady contact with the advisee’s teachers, administrators, and/or other committees as needed. * Attend all upper school student required weekly assemblies, programming, and special events (e.g., community service day, pep rallies). * Attend class trips, retreats, and social events arranged by the director of student activities or the class dean. Community * Be a visible, accessible presence around campus. * Contribute to creating a positive community culture that ensures students are heard, seen, valued, and cared for. * Share in the enforcement of our expectations for students. * Actively participate in greater community enrichment activities, such as advising a student activity, acting as a faculty sponsor to a student club, coaching an athletic team, leading an intramural sport or acting as an affinity group advisor. * Complete all chaperone and/or supervisory duty, as assigned; lead and facilitate weekend programming / activities and supervise recreational activities both on and off campus. Residential Life (if residing in on-campus housing) * Act as a mentor and role model in all areas of the residential program, demonstrating a commitment to the success of each student, especially in the areas of social and emotional development. * Contribute to creating a positive community culture within the dorms that ensures students are heard, seen, valued, and cared for. * Be on call (on duty) as a dorm parent in a residential dorm once a week and on rotational weekends and ensure that all responsibilities and rules outlined in the faculty handbook around dorm supervision are adhered to. * Facilitate and oversee programming when on duty and supervise recreational activities as assigned. * Communicate regularly with other house staff as an opportunity to check in about the students in the dorm. * Attend at least two dinners per week with the dorm community. Other Professional Expectations and Responsibilities * Work cooperatively with students, parents, peers, administration, and community members. * Act in a manner that is respectful, generous toward others, supportive of colleagues, and based in a belief in the competence and good intentions of all members of the community. * Communicate openly and promptly, supporting colleagues, students, and the integrity of the institution in conversations with students and parents. * Create and maintain classroom and campus environments that are open and flexible, reflecting the school’s values related to diversity, equity, and belonging. * Strive to grow and improve professionally, demonstrating a commitment to continuing professional development in alignment with the upper school’s growth statements. * Exhibit skills in collaborative problem-solving, critical thinking, and teamwork. * Meet deadlines. * Attend all school-wide, divisional, and faculty meetings and events and serve on committees as required. * Prepare for and participate in opening of school programming, family visit days, graduation, and all other key student/family moments that are part of the school calendar. * Complete school-required training. * Abide by the school’s policies and procedures as outlined in the provided handbooks. * Communicate with the appropriate supervisor when unable to meet any professional obligation. Supervision to be received: Supervised by the Science Department Chair. Supervision to be exercised: None. Education/Certification/Licensure Required: A bachelor’s degree in physics or a related field Preferred: A master’s degree in Science/Education or a related field Experience Required: A minimum of three years of proven experience in teaching Science curriculum Preferred: Experience working in an independent boarding / day school Competencies Required: * Proficiency in Science curriculum creation and instruction. * Proficiency in teaching a diverse range of Science classes, including a flexible and adaptive approach to teaching. * Excellent verbal and written communication skills. * Demonstrated computer expertise including GoogleSuite, Microsoft word, and Adobe. * Ability to work collaboratively with internal and external constituencies. * Understanding of confidentiality and related issues. * Receptive to supervision and professional development. * Desire to be a part of a dynamic educational community. Physical Abilities Required: * Must be able to work at a computer for up to 8 hours each day in conjunction with OSHA requirements. * Must be able to teach in a classroom setting and use relevant instructional technology. * Must be able to move around the classroom and lab for extended periods while instructing, observing, and assisting students. * Must be comfortable following, executing, and enforcing appropriate lab safety protocols. * Must be able to move around the Milton Academy campus without restriction. * Must be able to lift up to 10 pounds. All interested internal candidates must complete an application for promotion or transfer and forward to your supervisor as soon as possible. The essential functions and basic skills have been included in this job description; it is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities. Additional functions and requirements may be assigned by supervisors as deemed appropriate. This position description is subject to change at any time. An equal opportunity employer, Milton embraces diversity and the pursuit of excellence. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race (including natural and protective hairstyle), color, sex (including pregnancy and pregnancy related condition), sexual orientation, gender identity, gender expression, religion, religious creed, physical or mental disability, age, genetic information, veteran status, ancestry, citizenship, national or ethnic origin or any other status protected by applicable law.

Job DescriptionThe After School Program Coordinator develops the curriculum and fosters relationships with families in both the Home Base After School Program and Camp Days. This candidate will guide classroom management and student success, communicate with families, hire and manage teachers, and deliver top-notch childcare service. About the OrganizationHome Base After School was established in 2023 and is housed at Isaac M. Wise Temple, which was founded in 1842. Wise Temple is Cincinnati’s largest synagogue with 1,000 families. The Temple operates in a modern facility in Amberley Village as well as a historic national landmark synagogue (1866), Plum Street Temple, in downtown Cincinnati. At Wise Temple, we enrich lives through deep relationships, inclusive community and vibrant Jewish traditions.Position Responsibilities • The categories of responsibilities include, but are not limited to, the following:, • Program Development, • ● Lead and implement Home Base's already written camp-style Jewish curriculum and adjust when needed, • ● Invite audience feedback, always aiming to improve, • ● Oversee the daily classroom and transportation schedules, • ● Purchase program supplies and snack items, • ● Implement programming for after school and camp days. This includes:, • ○ Registration and enrollment of children, • ○ Arrange guest presenters and field trips, • ○ Create and maintain a daily schedule, • Team Management, • ● Recruit, hire, and train Home Base assistant teacher(s) as needed, • ● Plan Teacher Orientation at the beginning of the school year, • ● Assist the Director in hosting regular staff meetings and professional development sessions for the Home Base team, • ● Support assistant teachers with lesson plans & classroom management, • ● Cultivate a positive, hard-working, supportive culture among staff, • Family Relationship Management, • ● Partner with families to help their child(ren) be successful, • ● Create and implement behavior management plans as needed, • ● Send regular updates to families via email or Brightwheel, • ● Recruit prospective families through emails, open houses, and other promotional events and marketing strategies throughout the year, • ● Promote Home Base to personal and local connections, • ● Meet with prospective families to get encourage them to enroll, • ● Lead tours for new families and interested parties, • Operations Management, • ● Maintain compliance with state licensing requirements, • ● Communicate to director any on-site facility issues as they arise

Job DescriptionDescription: Who We Are: Are you ready to work at a dynamic institution that believes in higher education with lower obstacles? Benjamin Franklin Cummings Institute of Technology (now known as Franklin Cummings Tech) is a nationally accredited non-profit, technical college serving Eastern Massachusetts and beyond. The college was seeded in 1791 with funds from the estate of Benjamin Franklin that were given to the City of Boston to proliferate access to education and level the playing field for aspiring talent with meager financial means. Today, Franklin Cummings Tech continues to build on that legacy by offering post-secondary education in high-demand technical and skilled trade fields that lead to excellent careers. Our majors intentionally focus on select industries connected to sustainability and the clean energy transition including electric vehicle technology, smart manufacturing, practical electricity, power engineering, heat pumps/HVAC, biotechnology, automation, construction management and more. With a mission to deliver transformative technical and trade education that leads to economic advancement, we offer a unique mix of certificate and degree granting programs that appeal to enterprising students and respond to employer’s demand for a well-prepared workforce. Intentional partnerships with the industries we serve coupled with high graduation and job placement rates, recently attracted the largest philanthropic gift in the history of the college from the Cummings Foundation. Last year, Franklin Cummings Tech educated more than 1,000 learners across three student types: 1) certificate and degree seekers, 2) continuing education clients, and 3) high schoolers pursuing early college. As further evidence that our mission holds resonance, this year the college tracked a 25% year over year jump in fall new student enrollment and applications soared. We seek team members who are optimistic, entrepreneurial, data-informed, and excited about the prospect of continuing to strategically increase student success outcomes and total enrollment from 1,000 learners today to at least 1,500 learners by 2030. Join us in this mission driven work! Our campus is moving from the South End to Roxbury in early 2026! This new custom-built space is designed to LEED GOLD standards and will offer enhanced accessibility to mass transit routes as well as the benefits of a modern, impressive footprint in one of Boston's most vibrant cultural and educational corridors. Position Summary: The Benjamin Franklin Cummings Institute of Technology (Franklin Cummings Tech) invites applications from committed and positive professionals for the part-time teaching position beginning in Fall 2025. The adjunct (part-time) teaching faculty will be responsible for delivering undergraduate-level courses in Electrical Engineering. Examples of courses available to teach are?Circuit Theory, Power Electronics, Statistics for Electrical Engineers, Electromagnetic Theory, Solid State Devices, Linear Systems, Electric Power Systems, Digital Signal Processing, and Communication Systems. Please see our salary guidelines here: Compensation Plan - Benjamin Franklin Cummings Institute of Technology Requirements: Experience teaching these courses is highly valued although the industry professional having a passion for education and looking to share their knowledge is encouraged to apply. Be a part of a progressive community of educators dedicated to preparing for the next generation of engineers. Faculty at Franklin Cummings Tech embraces the opportunity to support a diverse group of young people in meeting a range of academic and other challenges to prepare students for successful and rewarding careers in technological fields. Key Responsibilities of Part-Time Faculty: • Teach up to 12 hours per week; M/W or T/Th, days or evenings., • Availability to meet with students when needed., • Use of course texts, outlines, and other curriculum materials in accordance with college and department policies. Any deviations from the course syllabus must be approved by the department chair., • Respond to chair and administrative requests in a timely manner and complete all responsibilities effectively; prompt in keeping appointments, attending meetings (when possible), and starting classes on time., • Respond to students in a timely manner, • Evaluate student achievement and provide timely feedback while maintaining accurate student records in the CANVAS LMS. Provide adequate support to students and maintain a respectful, professional rapport., • Participation in communications with the college and department. This includes utilizing the college Dropout Detective warning system to alert advisors about student progress., • Demonstrate effective teaching including preparation, meeting course goals, organization and presentation of material, student involvement, and classroom management., • A master’s degree earned from a recognized college or university with a major study in Electrical Engineering or related fields., • The ability to communicate effectively and connect with young people., • An earned Doctoral degree., • Two or more years of teaching experience at the college or senior secondary levels., • Three or more years of work experience in the industry. Equal Opportunity Employer: Franklin Cummings Tech is an Equal Employment Opportunity employer and does not discriminate against any applicant or employee on any grounds protected under federal, state, or local law, including race, color, religion, creed, age, sex, national origin, ancestry, marital status, pregnancy, disability (including those related to pregnancy or childbirth), sexual orientation, genetic information, gender identity or expression, veteran status or any other characteristic or activity protected under federal, state or local law.

Job DescriptionBenefits: • 401(k) matching, • Competitive salary, • Flexible schedule, • Free uniforms, • Opportunity for advancement, • Paid time off, • Employee discounts About the Job We teach age-appropriate gym classes to toddlers, preschoolers, and early grade school kids (up to age 10 years). Youll lead classes filled with fun activities like: • Songs, dances, and games, • Relays, conditioning skills, and obstacle courses, • Basic gymnastics - including tumbling, vault, bars, and balance beam, • Warm-ups, yoga, and team building activitiesWe provide comprehensive training and an easy-to-use online curriculum. You bring the energy, and well teach you everything else! About Us Were locally owned with two South Shore locations: • Norwell open since 2008, • Braintree opened in June 2024Were part of a global franchise with 180+ locations in the US and hundreds more around the world. What We Offer • Very competitive pay (based on education and experience - with raises as you grow), • Flexible schedule shifts range 58 hours, 4 or 5 shifts per week, • One weekend shift required (more available if you prefer), • Fun, team-oriented culture we love what we do, • Paid training tailored to your learning paceWhat Were Looking For, • Outgoing, upbeat, and full of positive energy, • Excellent oral and written communication skills, • Physically fit able to hang from bars, do basic tumbling, lift kids, etc., • Comfortable leading groups and engaging with kids and parents, • Reliable and available at least 4 or 5 (morning and afternoon) shifts/week, including Fridays 12:003:30pm for team meetings

Job DescriptionDescription: Who We Are: Are you ready to work at a dynamic institution that believes in higher education with lower obstacles? Benjamin Franklin Cummings Institute of Technology (now known as Franklin Cummings Tech) is a nationally accredited non-profit, technical college serving Eastern Massachusetts and beyond. The college was seeded in 1791 with funds from the estate of Benjamin Franklin given to the City of Boston to proliferate access to education and level the playing field for aspiring talent with meager financial means.? Today, Franklin Cummings Tech continues to build on that legacy by offering post-secondary education in high-demand technical and skilled trade fields that lead to excellent careers. Our majors intentionally focus on select industries connected to sustainability and the clean energy transition including electric vehicle technology, smart manufacturing, practical electricity, power engineering, heat pumps/HVAC, biotechnology, automation, construction management, and more.? With a mission to deliver transformative technical and trade education that leads to economic advancement, we offer a unique mix of certificate and degree-granting programs that appeal to enterprising students and respond to employer’s demand for a well-prepared workforce. Intentional partnerships with the industries we serve coupled with high graduation and job placement rates, recently attracted the largest philanthropic gift in the history of the college from the Cummings Foundation.? Last year, Franklin Cummings Tech educated more than 1,000 learners across three student types: 1) certificate and degree seekers, 2) continuing education clients, and 3) high schoolers pursuing early college. As further evidence that our mission holds resonance, this year the college tracked a 25% year-over-year jump in fall new student enrollment and applications soared. We seek team members who are optimistic, entrepreneurial, data-informed, and excited about the prospect of continuing to strategically increase student success outcomes and total enrollment from 1,000 learners today to at least 1,500 learners by 2030. Join us in this mission-driven work! Our campus is moving from the South End to Roxbury in early 2026! This new custom-built space is designed to LEED GOLD standards and will offer enhanced accessibility to mass transit routes as well as the benefits of a modern, impressive footprint in one of Boston's most vibrant cultural and educational corridors. Job Description: BI214 Bioinformatics is an elective taken by associate degree students in biotechnology. We are looking for a dedicated educator with experience teaching bioinformatics. The ideal candidate will also have relevant work-based experience in the field, and will be able to teach how AI is impacting bioinformatics work. The Lecturer will develop all materials for the course including the syllabus, slides sets, worksheets, quizzes, and exams as necessary for proper teaching of the material. BI214 is a 3-credit course which will be taught in hybrid format. It will meet Tuesdays 7:30-9:00pm in person at the Franklin Cummings Tech campus (1011 Harrison Avenue in Nubian Square, Boston) and Thursdays 7:30-9:00pm online, for a total of 3 hours per week of live meetings. Please scroll to the end to view the course description. This is a part-time faculty position. Adjunct Lecturers are expected to assist the program chair and participate in department trainings and meetings. Please see our salary guidelines here: Compensation Plan - Benjamin Franklin Cummings Institute of Technology Major Duties and Responsibilities: • Meet all scheduled classes on the assigned day/time, • Regularly hold three office hours per week; online format is acceptable, • Notify Program Chair of any absences from scheduled classes and providing instructional materials and directions to ensure consistent and sequential classroom instruction (note: absences should be rare and unavoidable), • Participate in departmental curriculum development, and review and update course curricula when possible, • Demonstrate committed participation in student learning outcome assessment and college-wide initiatives, including data collection, analysis, curriculum changes, and goal setting, • Use of course texts, outlines, and other curriculum materials in accordance with college and department policies. When an established syllabus is provided and the course is a prerequisite for other courses, any significant deviations must be approved by the department chair., • Respond to the chair and administrative requests in a timely manner and complete all responsibilities effectively; prompt in keeping appointments, attending meetings (when possible), and beginning classes, • Respond to students in a timely manner, • Evaluate student achievement and provide feedback timely while maintaining accurate student records in the Canvas Learning Management System, • Complete the online “Growing with Canvas for Adjuncts” course before the term begins, • Provide adequate support to students and maintain a respectful, professional rapport, • Participate in communications with the college and department. This includes utilizing the college Dropout Detective Retention Solution warning system to alert advisors when students falter., • Demonstrate effective teaching including preparation, meeting course goals, organization, and presentation of material, student involvement, and classroom management, • Collaborate with other college departments (academic, student affairs, enrollment, and development) for the mutual benefit of all departments., • Maintain a culture of accountability and innovation; maintain the college policies and procedures, as outlined in the course catalog, employee and student handbooks Requirements:, • Master’s degree from an accredited college or university in an appropriate field such as molecular biology, biochemistry, or related biotechnology fields. Exceptions can be made for those who have extensive biotechnology industry experience using bioinformatics., • Demonstrable knowledge and experience in areas relevant to departmental curricula., • A collaborative and inclusive style. Equal Opportunity Employer: Franklin Cummings Tech is an Equal Employment Opportunity employer and does not discriminate against any applicant or employee on any grounds protected under federal, state, or local law, including race, color, religion, creed, age, sex, national origin, ancestry, marital status, pregnancy, disability (including those related to pregnancy or childbirth), sexual orientation, genetic information, gender identity or expression, veteran status or any other characteristic or activity protected under federal, state or local law.

Job DescriptionDescriptionPosition Summary: A Pre-Kindergarten teacher represents the YMCA personally, professionally, and in a manner in accordance with the mission and goals of the YMCA. Under the supervision of the Site Director, the lead teacher ensures for his/her classroom a team effort in all aspects of programming and implements classroom curriculum, updates children’s records, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. Age-appropriate activities should provide for growth in skills, self-awareness, friendships, and character development. By conducting themselves in a caring, responsible, honest, and respectful manner, lead teachers are role models for children and adults. In addition, they ensure focus on programming that promotes youth development, healthy living, and social responsibility, with the goal to assist children in reaching their fullest potential. Lead teachers ensure the implementation of activities for our youngest learners that align with MA guidelines and provide for positive research-based outcomes for children served. Nurturing the socio-emotional health of the children in our care is considered a primary foundation for success, including cognitive and physical growth, and school readiness. Key ResponsibilitiesResponsibilities: • Keeps safety of children as a priority; emphasize personal safety and emotional well-being with the children, families, and other staff always., • Uses positive and constructive methods of behavior guidance and ensures that colleagues are utilizing similar strategies., • Sets a tone of professionalism and efficiency while maintaining a nurturing classroom environment., • Supervises children to ensure safety, appropriate behavior, and smooth transitions., • Works with the Site Director regarding daily duties/ needs of the program; ensures classroom and materials are properly maintained sustains and engaging atmosphere throughout the day., • Is actively engaged in assessing children’s progress, curriculum planning, program assessments, and communication with families and ensures that his/her classroom administration is up to date., • Works with the Site Director to introduce activities that positively engage the group while considering individualized instruction, as necessary., • Participates in at least 20 hours of training per year and meets EEC/YMCA training guidelines., • Attends regular staff meetings and Association-wide or regional events as assigned., • Exhibits flexibility with scheduling, classroom assignments, and substituting in varied areas of the program., • Considers exceptional attendance at work, promptness for shift, and reliability as core work ethic., • Is knowledgeable in and adheres to the rules, regulations, and procedures set forth by the YMCA of Greater Boston and the Department of Early Education and Care., • Is active in branch-related activities and communicates regularly with other department staff., • Participates in some manner in the Annual Campaign., • Lead Teacher qualified by the Department of Early Education and Care standards., • Bachelor's Degree Required., • First Aid and CPR certified within the first 6 months of employment., • Excellent skills in working with families, conflict resolution, and community relations., • Knowledge of group process with ability to make contributions to a positive team dynamic., • Commitment to the philosophy and goals of the YMCA., • Effective leadership skills and crisis management skills., • Excellent organizational and communication skills., • Participate in online training - Bloodborne Pathogens, Sexual Harassment, and Child Abuse Prevention - within the first 60 days of employment. Effectiveness Is Measured By:, • A warm, engaging environment for children, staff and families which meet quality standards and EEC licensing requirements., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their fullest potential., • Positive program assessments through observations and parent feedback., • A program which meets community needs consistent with the YMCA mission., • Developing your leadership skills in a caring, challenging & diverse working environment., • Exploring a wide range of opportunities as you learn new skills and functions., • Shaping the future of young children while making a difference each day for our communities and each other., • Engaging in YMCA career training programs and working alongside those who have the same passion., • A healthy work/life balance, • Comprehensive benefits including:, • FREE YMCA Membership for you., • Discount on Specialty Programs like Personal Training and Swimming Lessons., • Discounted or FREE family membership., • Robust Retirement Plan up to 10%. (see eligibility requirement), • Health, Dental, and Vision Benefit Package., • Vacation and Sick Time (PT receive sick time)

Job DescriptionDescription Job Title: Certified Infant/Toddler Teacher Location: Parkway YMCA (West Roxbury) Pay Rate: $21 - $31 per hour, commensurate with experience Infant/Toddler Teacher Description: Come join our talented team of Early Education Teachers at the YMCA of Greater Boston! We are seeking professional and engaging teachers for our Child Development Programs across the City and Suburban neighborhoods of Boston. The YMCA of Greater Boston provides excellent family-centered infant, toddler, preschool, and after school care. We are looking for EEC (Early Education and Care) certified teachers to enrich the lives of the children we serve. Key ResponsibilitiesInfant/Toddler Teacher Responsibilities: • Keep the safety of children as a first priority. Emphasize personal safety and emotional well-being with the children, families, and other staff., • Plans and implements age-appropriate curriculum that fosters children’s development., • Provides differentiated instruction to meet the individual needs of children in the classroom., • Conduct child assessments and provides feedback and recommendations to parents and caregivers., • Lead by example, help interpret the YMCA character values of children, staff, and families. Are positive healthy role models., • Uses positive and constructive methods of behavior management and ensures that all staff do the same., • Supervise children to ensure safety and appropriate behavior and guide transitions smoothly., • You are detail oriented. You possess and utilize excellent organizational skills. You follow all regulations to make sure that children are happy, safe, and healthy., • You are mission driven. You are committed to carrying out the mission and goals of the YMCA., • You are a people person. You have good human relations skills to facilitate positive relationships with community agencies, staff, families, and program participants., • You love working with kids. You enjoy creating amazing educational experiences to help them learn and grow., • You are at least 21 years old and meet the requirements for the Department of Early Education and Care. You must have a certification from EEC., • You will become First Aid and CPR certified within the first six months of employment. When you join us in your career here, you can look forward to: • Developing your leadership skills in a caring, challenging & diverse working environment, • Exploring a wide range of opportunities as you learn new skills and functions, • Shaping the future of young children while making a difference each day for our communities and each other, • Engaging in YMCA career training programs and working alongside those who have the same passion., • A healthy work/life balance. Comprehensive benefits including: • Quarterly Professional Development., • FREE YMCA Membership for you., • Discount on Specialty Programs like Personal Training and Swimming Lessons., • Discounted or FREE family membership., • Robust Retirement Plan up to 8%., • Health, Dental, and Vision Benefit Package., • Vacation and Sick Time (for both Full and PT staff!)

Job Description Administrator Application- 2026-2027 School Year Grade Level: PreK-8 (UP Academy Dorchester- PreK-8- and UP Academy Holland- PreK-6) Start Date: July 2026 Locations: Boston, MA Please note that this is a general administrator application for the 26-27 school year. As we further define our needs for next year, we will post specific administrator roles. Our administrator roles include: • Dean of Curriculum and Instruction, • Dean of Special Education Since opening its doors in 2010, UP Education Network has focused on taking the lowest-performing schools in Massachusetts and transforming those schools into exceptional learning environments. We manage two campuses in Dorchester, serving over 1,300 students in Boston Public Schools (BPS) from grades pre-K through 8th. Our schools operate with charter-like autonomy while our network provides comprehensive support and management that builds capacity for schools to focus deeply on students. Potential Administrator Roles Dean of Curriculum and Instruction The Dean of Curriculum and Instruction reports to UP Academy’s Principal and serves on UP Academy’s Leadership Team. The Dean is responsible for the management and development of teachers within their portfolio. They plan professional development, lead the smaller team’s efforts to create a positive, structured, consistent, caring, and disciplined school culture, and takes responsibility for the academic program in place within their content areas and/or grade levels. Dean of Special Education The Dean of Special Education reports to UP Academy’s Principal and serves on UP Academy’s Leadership Team. The dean is responsible for the management and development of teachers in special education classrooms. They plan professional development, oversee staff orientation and take responsibility for the academic program in place at UP Academy. They work closely with the school Coordinator of Special Education and the Network Director of Student Support to ensure that all students are receiving any special services needed. Dean of Students The Dean of Students reports to UP Academy’s Principal and serves on UP Academy’s Leadership Team. The Dean of Students will lead the school’s efforts to create a positive, structured, consistent, caring, and disciplined school climate. Qualifications • A strong belief in UP Education Network’s core values: Teamwork, Integrity, Growth, Engagement and Resilience, • Bachelor’s degree is required, Master’s degree is preferred, • Three years teaching experience required, 2+ years of school leadership experience strongly preferred, • Demonstrated success in leading in a diverse environment, • A valid Massachusetts Teaching License as a Principal/Assistant Principal, PreK-8 and SEI Endorsement UP Academy follows the salary scales and salary placement policies of each UP Academy’s host school district or state turnaround plan; please see the relevant union’s collective bargaining agreement for additional details. As an employee of UP Academy and your respective school district, you will receive the same access to personal and sick days, health insurance, and dental insurance as others within your union. We encourage applicants from diverse backgrounds to apply for any open position for which they are qualified. Our students must be exposed on a daily basis to a diverse group of powerful role models. Therefore, we have a responsibility to recruit, retain, develop, and reward a diverse and talented staff from a wide range of backgrounds to join our creative, mission-driven team. Powered by JazzHR njmMsPkvg3

Job DescriptionAbout KIND Kids in Need of Defense (KIND) is a global leader in the protection of unaccompanied and separated children who are forcibly displaced from their countries of origin. Launched in 2008, KIND champions a world in which every child’s rights and well-being are protected throughout their journey to safety. Building on its extensive programming and successful model in the United States, KIND is expanding in the Americas and Europe to bring its experience to bear in working with unaccompanied and separated children. Our work focuses on addressing the legal and mental health needs of this population; building strong partnerships and engaging in training and capacity strengthening with governments, NGOs, and the private sector; and advocating for systemic and pragmatic reforms to advance the rights of unaccompanied and separated children. Position Summary KIND seeks a Senior Attorney to provide senior-level expertise and leadership in the provision of legal services by KIND attorneys and pro bono partners to unaccompanied children facing removal proceedings. Serve as a thoughtful leader and expert advisor on complex and novel legal issues for internal and external stakeholders. As needed, supervise Staff Attorneys, Senior Paralegals, and other non-attorney staff.Essential Functions • Provides both mentoring to KIND pro bono attorneys and direct legal representation to KIND clients:, • In the pro bono mentoring function, provides robust consultation and technical assistance to pro bono attorneys who have accepted a KIND case., • In the direct representation function, performs ordinary functions of legal counsel including legal research and formulating the legal strategy for the case; conducts client interviews; appears before immigration and/or state courts or agencies, and drafts and files court pleadings and applications for benefits, • Supervises staff attorneys, fellows, supervising paralegals, senior paralegals, or other non-attorney staff as needed, including:, • Onboarding, legal skills training, and case technical assistance, daily support, and coaching conducting regular check-ins and performance evaluations, reviews work products, case audits, and provides consistent and effective feedback and oversight to ensure high-quality legal work., • Places cases with pro bono attorneys, and provides ongoing expert mentoring, training, and technical assistance in individual and group settings., • Engages in outreach to foster and expand relationships with community stakeholders and pro bono partners including law firm and in-house corporate counsel; provides expert contribution and oversight in the development of guidance materials and samples., • Contributes to overall office functioning, including actively participating in the field office and KIND-wide calls and meetings, field office and KIND-wide committees, and providing leadership in-office events., • Oversees data management, ensuring data integrity through regular case audits, technical fluency with KIND’s case management systems, and oversight of data upkeep and accuracy by supervisees., • In coordination with KIND’s Training and Technical Assistance Team as well as the Senior Director for Pro Bono Partnerships, as needed, develops local training curriculum, including sample filings and guidance packets. Assists with development and conducting of local and national KIND training for both staff and external partners and stakeholders., • In collaboration with Legal Programs Management, and in coordination with other organizational departments such as Development and Finance, assists in developing and implementing grant and contract-funded programming, including monitoring performance against grant and contract commitments., • Collaborates with other KIND departments on specific projects and initiatives as needed, including KIND’s Policy, Advocacy, Communications, and Regional departments., • Represents KIND at local stakeholder meetings, trainings, conferences, and events., • Participates in and leads local and national KIND meetings, committees, retreats, and events., • Provides leadership and oversight in ensuring overall field office functioning and developing KIND’s legal services program at large.Qualifications and Requirements, • J.D. and admitted to local state bar., • Fluent in English and Spanish (required for direct communication with the children we serve and their caregivers, the majority of whom are Spanish speaking)., • Minimum of 4 years of experience practicing immigration law, which should include representation of clients in humanitarian immigration claims such as asylum, Special Immigrant Juvenile Status, U visas, and T visas., • Minimum of 3 years of experience working with children, preferably immigrant and refugee children, and/or working with survivors of abuse, human trafficking, or other trauma., • Experience working with law firm attorneys and/or other legal volunteers., • Minimum of 2 years of experience supervising attorneys and/or legal staff if the position requires supervision. For non-supervisory senior attorneys, a minimum of 2 years demonstrating proven legal expertise or exemplary skills in managing complex legal projects., • Working knowledge of Microsoft Office Suite (such as Teams, Excel, etc.)., • Ability to work collaboratively and multi-task in our KIND environment, managing numerous priorities and emerging opportunities., • Excellent organizational skills with the ability to work on multiple projects in a deadline-oriented environment; ability to prioritize tasks and delegate as appropriate., • Ability to multitask and work with a sense of urgency in a dynamic, fast-paced environment., • Committed to practicing and supporting wellbeing and a work-home life balance.

Job Description YPP College Math Literacy Worker Relevance of the Position: The purpose of a College Math Literacy Worker (MLW) is to guide and mentor a team of High School Math Literacy Workers through ongoing support, math and advocacy workshops, planning, and debrief sessions that will help them in their personal and professional development as learners, teachers, leaders, and organizers. Time Commitment (Summer + School year): * 40 hours of training * 15 + hours per week of programming in the school year $17 / hour * Payments every two weeks, from The Young People's Project Inc. Major Responsibilities: • Understand and be able to articulate YPP Mission, History, and Purpose of Math Literacy work, • Mastery of the Curriculum, • Ensuring the lesson is prepared and mocked, • Ensuring Students are learning and mastering the materials, • Meeting with other staff to coordinate the flow of the day, lesson plan, turn in lesson plans on time to get feedback and make adjustments before any outreach, • Documenting where students need help and which skills need work, • Have continued and timely communication with other instructors and Coordinator, • Take notes during sessions in order to inform skill building and development of program and MLWs, • Conduct and document one-on-ones and make that information available to Director, • Foster an effective relationship with MLWs, • Proven ability to work well with people, especially young people (high school and college age peers), • Good listening, written and oral communication skills, • Demonstrated leadership and organizing skills, • Sound math background preferred, willingness to improve math background required, • Computer literate and familiar with the use of technology to promote program growth, • Baseline mastery of at least Algebra 1 preferred.

Job Description Job Title: Business Writing Training Consultant Duration: Long Term Contract Location: Boston, MA – Hybrid (Remote delivery with potential onsite sessions as needed) Position Overview We are seeking an experienced Business Writing Training Consultant to design and deliver a customized training program for our client. The consultant will build and lead targeted writing trainings for executive-level, technical, and general business audiences, helping staff improve clarity, consistency, and impact in all written communications. This role requires strong experience in corporate or government business writing training, curriculum design, and adult learning, as well as comfort working with complex financial, housing, or technical subject matter. The ideal consultant has a proven track record delivering interactive workshops (virtual and/or onsite), developing assessments, and coaching professionals on real-world documents to elevate overall writing quality and efficiency. Responsibilities • Design and deliver tailored business writing trainings for three core groups: executive-level writers, technical writers, and staff with general writing responsibilities (emails, reports, project plans, etc.)., • Lead discovery session(s) with agency leadership and key stakeholders to understand current writing practices, pain points, and training goals, and use those insights to shape a customized training program., • Develop a structured training curriculum totaling approximately 6 hours of instructor-led content per cohort, delivered across 2 to 6 sessions (for example, two 3-hour workshops, three 2-hour workshops, or six 1-hour sessions)., • Recommend optimal class sizes and manage enrollment to keep groups at an effective learning size (e.g., 15–18 participants) to maximize participation, feedback, and practice time., • Deliver engaging training sessions virtually (via Zoom, Teams, etc.), onsite at the Boston office, or through a hybrid format, using interactive exercises, real examples, and practical writing frameworks., • Create materials, templates, and job aids that support executive-level writing (memos, summaries for senior leadership, external communications), technical writing (templates, narrative + analysis of complex topics), and general writing (emails, meeting notes, status reports, project plans)., • Develop and administer pre-training and post-training writing assessments for each participant to measure skill improvements and training effectiveness., • Provide structured, written and/or verbal feedback and 1:1 or small-group coaching on real writing samples submitted by participants, with options for deeper feedback for select staff as requested by the client., • Analyze assessment results and observed writing samples to identify key strengths, recurring issues, and skill gaps across departments and staff levels., • Prepare and present a comprehensive final assessment report to Multifamily leadership summarizing key challenges, trends, and opportunities in staff writing, along with clear recommendations and next steps for continued development., • Coordinate schedules, logistics, and communications with internal points of contact to ensure smooth delivery, participant attendance, and timely follow-up., • Proven experience (typically 5+ years) designing and delivering business writing, technical writing, or executive communication training for corporate, financial services, government, or nonprofit clients., • Demonstrated ability to tailor training content for multiple audiences, including senior/executive leaders, technical staff, and general business staff with varied writing responsibilities., • Strong background in business writing, technical writing, communications, English, education, instructional design, organizational development, or a related field; Bachelor’s degree required, advanced degree or relevant certification (e.g., CPTD, ATD, ICF, etc.) preferred., • Hands-on experience creating curricula, slide decks, handouts, templates, and practical exercises that help adult learners apply new writing skills to real work products., • Experience designing and using pre- and post-training assessments, rubrics, or evaluation tools to measure writing quality and learning outcomes., • Comfort providing constructive, actionable feedback on writing samples, including executive summaries, technical reports, emails, memos, and other business documents., • Excellent facilitation skills with the ability to lead interactive workshops both virtually and in person, keep participants engaged, and manage group dynamics., • Strong understanding of plain language principles, audience-focused writing, clarity and conciseness, structure and flow, tone, and editing best practices., • Prior work with public agencies, housing finance, affordable housing, or financial services organizations is highly desirable. 2hZHvNORz2

Job Description The Young People's Project (YPP) is on a mission to change the landscape of who participates in the learning and teaching of STEM education in Boston, Cambridge and Somerville Massachusetts. YPP is committed to working with populations of students who have been historically underrepresented in STEM learning and careers. YPP understands that part of the solution to the problem of improving STEM education access and outcomes for populations of students who are being left behind lies within the students themselves, who we view as valuable assets and problem solvers. YPP has over 25 years of experience engaging and employing young people to work in and out of school to learn math well enough to teach, lead, and organize math literacy for their younger peers. Description of Role The Computer Science For All: Building Capacity in Computer Science Education and Student Near Peer Classroom Mentorship Is an integrated math and computer science Professional Development research project that emphasizes a cascading near-peer project based pedagogical approach to math instruction. College STEM Literacy Workers (CSLWs) are local college age undergrad and/or graduate STEM majors from groups historically underrepresented in STEM. They have two essential roles in this project. The first role is to work directly with YPP and Bootstrap staff to become apprentice YPP educators of integrated computer science education through the Bootstrap Algebra curriculum and YPP Pedagogy. CSLWs will act as co-learners and co-facilitators with teachers in professional development sessions. The second role is to work hand and hand with 9th and 10th grade math teachers to deliver quality content knowledge pertaining to the Bootstrap: Algebra module and other computational thinking principles. Some of the duties in the classroom are, but not limited to: • Help to build a safe, inviting, challenging, respectful and engaging learning environment and culture in the classroom;, • Build meaningful professional relationships with the students, teacher, and YPP staff;, • Help students develop the thinking, communication, problem-solving, management, inquiry, team-building, and interpersonal skills they will need to become successful in school and in life;, • Become leaders in the classroom by helping to teach the material and manage a classroom.Candidates with many of the following skills and attributes will do well in this role:, • Ability to learn from, teach and co-lead a classroom of 20 in STEM related content, • Comfortable with coding, research and development, • To understand that the way you might solve a problem might not be the best solution, • To believe, trust, and act on the suggestions of your students, • Strong presentation/communication of curriculum measured by observation, • Demonstrates Patience and Professionalism, • Shows interest in the lives and well being of all students, • Excellent interpersonal, communication, problem solving, multi-tasking, and leadership skills, and the ability to independently accomplish responsibilities as a member of multidisciplinary team, • Open to all opinions, varying views and questions, • Understand the institutional obstacles and barriers facing the students in the schools and communities you will work, • Understand and be able to articulate YPP Mission, History, and Purpose of Math Literacy work, • Ensuring Students are learning and mastering the materials, • Meeting with other staff to coordinate the flow of the day, lesson plan, turn in lesson plans on time to get feedback and make adjustments before any outreach, • Documenting where students need help and which skills need work, • Have continued and timely communication with other instructors and Coordinator, • Take notes during the session so you can add it to skills needed to work on with MLWs, • Conduct and document one-on-ones and make that information available to Director, • Foster an effective relationship with MLWs, • Ensure that attendance and other data collection is tracked and documented constantly and regularlyBasic Qualifications, • Residency in the Boston area, • Between age 19-25 or enrolled at a Boston area college/university with interests in STEM, • Experience with any coding language, • Comfortable with giving presentations, • Comfortable with instructing in urban schools, • Openness to learning a "New Way to Teach", • Loves to design, act and reviseCompensation & Schedule, • Part-time, • $17/hr

Job Description Now Hiring: Infant/Toddler Teacher The Goddard School – Charlestown, MA Compensation: $24–$29/hour (based on experience and education) Join Our Team of Nurturing Educators! Nestled in the beautiful Charlestown Navy Yard, our brand-new Goddard School offers a warm, collaborative, and innovative environment where educators thrive and children flourish. Why You’ll Love Working Here Exceptional Environment: State-of-the-art classrooms, engaging curriculum, top-quality materials, and an administrative team that values your voice and experience. Supportive Culture: Be part of a team that laughs together, learns together, and supports each other every step of the way. Make an Impact: Your creativity and ideas directly shape the experience of the youngest learners in our care. Professional Growth: Access paid professional development, CEUs through Goddard Systems University, and ongoing advancement opportunities. Comprehensive Benefits for Full-Time Staff: • Health, Dental, and Vision Insurance, • 401(k) with Employer Match, • Paid Time Off (PTO) and Paid Holidays, • Teacher Appreciation Bonuses, • Provide loving, responsive care to infants/toddler (ages 8 weeks–24 months)., • Manage feeding, diapering, nap routines, and age-appropriate learning experiences., • Communicate openly with families and collaborate with co-teachers., • EEC Infant/Toddler Teacher Certification (or application in progress)., • 1+ year of experience in a licensed childcare setting., • Completion of Strong Start 2.0 Training for Center-Based Childcare., • Strong multitasking and communication skills., • Ability to lift and safely care for infants (up to 50 lbs.). We’ve got you covered! We’re also hiring for a Part-Time Infant/Toddler Support Teacher — Monday through Friday, 7:00 AM–11:00 AM or 7:00 AM–12:00 PM. This fun and flexible role starts the day supporting the infant classroom, then transitions to helping with: Preparing morning and afternoon snacks Restocking classroom supplies Refilling sanitation buckets and spray bottles It’s a great opportunity to be part of a dynamic, caring team even if you’re not looking for full-time hours! Location: 100 1st Street, Building 39 Charlestown Navy Yard, MA 02129 Company DescriptionAt The Goddard School®, we believe that some of the most profound lessons can happen during everyday moments. Our teachers work with your child’s natural inclination for exploration and investigation to create fun, flexible learning experiences that foster well-rounded development in a safe and caring environment.At The Goddard School®, we believe that some of the most profound lessons can happen during everyday moments. Our teachers work with your child’s natural inclination for exploration and investigation to create fun, flexible learning experiences that foster well-rounded development in a safe and caring environment.

Job Description About Mass Audubon Mass Audubon is the largest nature-based conservation organization in New England. Founded in 1896 by two women who fought for the protection of birds, Mass Audubon carries on their legacy by focusing on the greatest challenges facing the environment today: the loss of biodiversity, inequitable access to nature, and climate change. With the help of our 160,000 members and supporters, we protect wildlife, conserve and restore resilient land, advocate for impactful environmental policies, offer nationally recognized education programs for adults and children, and provide endless opportunities to experience the outdoors at our wildlife sanctuaries. Explore, find inspiration, and take action at massaudubon.org. About This Position We are looking for experienced educators who are enthusiastic about working with youth in school and out of school, highly motivated, love to be outdoors, dedicated to environmental education and deeply committed to equity in access to nature. Field Teachers work closely with our year-round education staff to develop and implement hands-on, youth-driven, nature-based programming for schools, after school programs, community groups, and families, promoting Mass Audubon’s mission of protecting the nature of Massachusetts for wildlife and people. The ideal candidate will also support Mass Audubon’s commitment to climate change education, equity, and justice and bring a diverse range of experiences, expressions, and views to their work. Field Teachers will primarily teach at Habitat Wildlife Sanctuary in Belmont and K-12 schools in neighboring communities including Arlington, Cambridge, Lexington, and Watertown. Application Instructions Please submit a resume and cover letter with your ADP application. Responsibilities • Participate in Field Teacher training and professional development opportunities, • Work with education staff to develop and deliver nature-based educational programs to schools, after school programs, community groups and families, • Have familiarity with and understanding of the Massachusetts curriculum standards and how to implement outdoor education programming in support of classroom curricula and at the appropriate level for the age and development of program participants, • Facilitate and lead groups of 10-15 program participants in hands-on, outdoor, nature-based learning experiences at Habitat Wildlife Sanctuary and through outreach to schools and community organizations, • Monitor program participants in all types of outdoor environments and ensure the safety and comfort of all participants, • Maintain a professional work environment, which includes equipment cleanup, facility cleaning, and storage of program gear and materials Must Haves • At least 18 years of age, • Passion for natural history, environmental education and/or science education, • Experience as an educator, working with a variety of audiences, including school groups (preK-12) community groups, and/or families in inquiry-based teaching and learning, • Strong organizational, time management, oral, and written communication skills, • Excellent customer service and interpersonal skills, • Skills and ability to work with diverse groups, exercise cultural humility, and implement best practices in inclusion, • Demonstrate a positive attitude and ability to work collaboratively as a positive contributor to the team, • Proficiency in standard business software, such as Microsoft Office or G Suite, • Bachelor’s Degree in process or completed, preferably in education, environmental education or related field, including formal or informal Work Schedule This position begins in November 2025 and ends in June 2026. Variable hours, between 0-20 per week. Programs typically run Monday through Friday between 10:00am-6:00pm. Occasional Saturday hours may be available. The successful candidate will be expected to lead 3-5 afterschool programs between 2:00pm-6:00pm each week. Actual hours are dependent on programs worked. Other Requirements Employees must successfully complete a CORI and SORI Background Check and a Motor Vehicle Record (if applicable) is required. Mass Audubon’s Commitment to Diversity, Equity, Inclusion, & Justice Mass Audubon embraces diversity and equal opportunity in a serious way. We are dedicated to forming a team that represents a variety of backgrounds, perspectives, and skills. The more inclusive we are, the better our work will be. People of color are strongly encouraged to apply. Mass Audubon’s mission is to “protect the nature of Massachusetts for people and for wildlife” by building a strong coalition of employees, volunteers, and community members. We recognize that the environmental movement and field of conservation have been affected by societal systems that have limited opportunity and access for many people. As a result, Mass Audubon is committed to creating an inclusive environment for all employees and applicants. We are engaged in an ongoing process of organizational assessment and change, designed to remove barriers and create a workplace where all forms of diversity are recognized and valued. Equal Employment Opportunity Statement Mass Audubon is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees and applicants. Mass Audubon prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.

Job DescriptionYPP STEM Literacy Instructor The Young People's Project (YPP) is on a mission to change the landscape of who participates in the learning and teaching of STEM education in Boston, Cambridge and Somerville Massachusetts. YPP is committed to working with populations of students who have historically been on the bottom, especially in STEM. YPP understands that part of the solution to the problem of improving STEM education access and outcomes for populations of students who are being left behind lies within the students themselves, who we view as valuable assets. YPP has over 20 years of experience engaging and employing young people to work out of school to learn math well enough to teach, lead, and organize math literacy for their younger peers. Relevance of the Position: The purpose of a STEM Literacy Instructor is to guide and mentor a team of High School Math Literacy Workers (MLWs) through ongoing support, math and CS workshops, planning, and debrief sessions that will help them in their personal and professional development as learners, teachers, leaders, and organizers. This work is at the frontier of STEM education in the country in that, by tapping into the energy of young people and the inherent influence they possess over one another, it seeks to provide a meaningful approach to the need in the country for quality math and computer science (CS) instruction for all children and particularly bottom quartile children. If you are interested in STEM, particularly Computer Science, and are looking for ways to make a difference in your community, then this may be the role for you. We expect the STEM Literacy Instructor to grow and develop so that they will: • Help to build a safe, inviting, challenging, respectful and engaging learning environment and culture in the classroom;, • Build meaningful professional relationships with the students, teacher, and YPP staff;, • Help students develop the thinking, communication, problem-solving, management, inquiry, team-building, and interpersonal skills they will need to become successful in school and in life; Major Responsibilities: Candidates with many of the following skills and attributes will do well in this role: • Ability to learn from, teach and co-lead a classroom of 20 in STEM related content, • Comfortable with coding, research and development, • To understand that the way you might solve a problem might not be the best solution, • To believe, trust, and act on the suggestions of your students, • Strong presentation/communication of curriculum measured by observation, • Demonstrates Patience and Professionalism, • Shows interest in the lives and well being of all students, • Excellent interpersonal, communication, problem solving, multi-tasking, and leadership skills, and the ability to independently accomplish responsibilities as a member of multidisciplinary team, • Open to all opinions, varying views and questions, • Understand the institutional obstacles and barriers facing the students in the schools and communities you will work, • Understand and be able to articulate YPP Mission, History, and Purpose of Math Literacy work, • Ensuring Students are learning and mastering the materials, • Meeting with other staff to coordinate the flow of the day, lesson plan, turn in lesson plans on time to get feedback and make adjustments before any outreach, • Documenting where students need help and which skills need work, • Have continued and timely communication with other instructors and Coordinator, • Take notes during the session so you can add it to skills needed to work on with MLWs, • Conduct and document one-on-ones and make that information available to Director, • Foster an effective relationship with MLWs, • Ensure that attendance and other data collection is tracked and documented constantly and regularly Basic Qualifications • Between age 19-27 or enrolled at a Boston area college/university, • Experience in Python or other Object-Oriented Programming languages, • Comfortable with giving presentations, • Comfortable with instructing in urban schools, • Openness to learning a "New Way to Teach", • Loves to design, act and revise

Job Description Position: Upper School Spanish Teacher (starting 2026-27) Department: Upper School - Modern Languages Location: Ware Hall, Milton Academy Campus, Milton, MA Hours: Full-time with the flexibility to work nights and weekends FLSA: Exempt Classification: Faculty (Academic Year) Base Salary: For the 2025–26 academic year, faculty salaries range from $50,000 to $120,000 annually. Placement within this range is determined by years of experience, in alignment with Milton Academy’s faculty salary scale, which is designed to ensure equitable pay progression. Housing Stipend: Faculty members who reside off-campus will also receive an annual stipend of $12,600 (in 2025-26) in addition to the base salary listed above. Milton Academy is an independent college preparatory K–12 school, boarding and day in grades 9–12, located just outside of Boston. Milton Academy cultivates in our students a passion for learning and a respect for others. Milton students grow by developing their own identities, learning from and listening to the lived experiences of others, and living and working among peers whose differences they accept with respect and care. In our ongoing work to create an environment that confronts bias, injustice, and bigotry, we encourage each other to be open to learning, explore our histories and identities, and seek to understand the world around us with a critical lens. At Milton, we prepare students to partner with their future communities to create a more just world, and to have the courage to speak up and live by our motto, “Dare to be true.” Summary of Position: Milton Academy is seeking applicants for a full-time Upper School Spanish teacher position within the Modern Languages Department, supporting students in grades 9 through 12. This position begins in August 2026. The teacher will be responsible for teaching four classes and will play an active role in the broader life of the school community. Native or near-native fluency in Spanish is required, as well as a minimum of three years of experience teaching Spanish language and literature at the secondary or collegiate level. A strong academic background in the Spanish language, literature, or a related field is essential. Candidates with certification or an advanced degree in teaching Spanish as a second language are strongly preferred. Importantly, fluency alone is not sufficient—we seek an educator with training and experience in the pedagogy of second-language acquisition. An advanced degree is preferred but not required. The ideal candidate demonstrates excellent teaching skills, creativity in curriculum design, and a commitment to ongoing professional growth. Beyond the classroom, Milton faculty members are active contributors to the life of the school, including advising, participating in community and residential life activities, among other duties. Work authorization required; no sponsorship available. Essential Functions and Responsibilities Teaching and Curriculum * Demonstrated ability to teach beginner, intermediate, and advanced levels of Spanish language, literatures, and cultures. * Ground instruction in the ACTFL Proficiency Guidelines, Can-Do Statements, and the three modes of communication (interpersonal, interpretive, presentational). * Create a student-centered, communicative classroom that emphasizes proficiency, meaningful use of Spanish, and intercultural understanding over rote grammar practice. * Design units using backward design principles, aligning assessments with clearly defined learning outcomes. * Incorporate authentic materials (literature, films, music, media, and contemporary cultural content) to connect students with the diversity of the Spanish-speaking world. * Differentiate instruction to meet the needs of students at varied proficiency levels, including heritage speakers. * Integrate new pedagogical trends, such as project-based learning, intercultural communicative competence, portfolio-based assessment, and the use of digital/AI tools for language learning. * Collaborate with colleagues to develop inter-departmental and cross-disciplinary projects, including working with the middle school division on curriculum and instruction. * Learn about and apply principles of diversity, equity, and inclusion in curriculum design, classroom practice, and student engagement. * Actively support students, providing mentorship and academic guidance, while fostering a classroom culture of respect, curiosity, and global awareness. * Assess and evaluate student performance through varied methods, including performance-based assessments, projects, essays, and exams. * Provide timely and comprehensive written and oral feedback, including formal progress reports and end-of-term comments. * Communicate effectively with students, parents, and colleagues regarding academic performance and student growth. Advising * Serve as an advisor to a group of up to nine students, engaging in advisor meetings each week. * Connect, support, communicate, encourage, and celebrate each advisee * Facilitate students' social-emotional learning and growth in alignment with all school programming through small group meetings. * Build deep relationships with each advisee and assist them in navigating challenges they may encounter. * Form relationships with and act as a liaison between the school and advisee families; serve as the first point of contact between the school and families. * Read and be familiar with all relevant materials, most importantly the Student Handbook and the sections of the US Faculty Handbook on academic regulations and diploma requirements. * Be informed about course offerings for the following year and help each advisee select programs that are challenging and appropriate, as well as areas of special interest. * Review each advisee’s grades and comments. * Craft formal advisor reports for each advisee two times per year, offering overarching perspectives on their progress, and acknowledging a broader view of their academic and community achievements at Milton. * Should an advisee need additional support in a particular area, be in steady contact with the advisee’s teachers, administrators, and/or other committees as needed. * Attend all upper school student required weekly assemblies, programming, and special events (e.g., community service day, pep rallies). * Attend class trips, retreats, and social events arranged by the director of student activities or the class dean. Community * Be a visible, accessible presence around campus. * Contribute to creating a positive community culture that ensures students are heard, seen, valued, and cared for. * Share in the enforcement of our expectations for students. * Actively participate in greater community enrichment activities, such as advising a student activity, acting as a faculty sponsor to a student club, coaching an athletic team, leading an intramural sport or acting as an affinity group advisor. * Complete all chaperone and/or supervisory duty, as assigned; lead and facilitate weekend programming / activities and supervise recreational activities both on and off campus. Residential Life (if residing in on-campus housing) * Act as a mentor and role model in all areas of the residential program, demonstrating a commitment to the success of each student, especially in the areas of social and emotional development. * Contribute to creating a positive community culture within the dorms that ensures students are heard, seen, valued, and cared for. * Be on call (on duty) as a dorm parent in a residential dorm once a week and on rotational weekends and ensure that all responsibilities and rules outlined in the faculty handbook around dorm supervision are adhered to. * Facilitate and oversee programming when on duty and supervise recreational activities as assigned. * Communicate regularly with other house staff as an opportunity to check in about the students in the dorm. * Attend at least two dinners per week with the dorm community. Other Professional Expectations and Responsibilities * Work cooperatively with students, parents, peers, administration, and community members. * Act in a manner that is respectful, generous toward others, supportive of colleagues, and based in a belief in the competence and good intentions of all members of the community. * Communicate openly and promptly, supporting colleagues, students, and the integrity of the institution in conversations with students and parents. * Create and maintain classroom and campus environments that are open and flexible, reflecting the school’s values related to diversity, equity, and belonging. * Strive to grow and improve professionally, demonstrating a commitment to continuing professional development in alignment with the upper school’s growth statements. * Exhibit skills in collaborative problem-solving, critical thinking, and teamwork. * Meet deadlines. * Attend all school-wide, divisional, and faculty meetings and events and serve on committees as required. * Prepare for and participate in opening of school programming, family visit days, graduation, and all other key student/family moments that are part of the school calendar. * Complete school-required training. * Abide by the school’s policies and procedures as outlined in the provided handbooks. * Communicate with the appropriate supervisor when unable to meet any professional obligation. Supervision to be received: Supervised by the Modern Languages Department Chair and Dean of Faculty. Supervision to be exercised: None. Education/Certification/Licensure Required: A bachelor’s degree in Spanish language, Spanish Linguistics, Peninsular and/or Latin American Spanish Literature, Hispanic Studies or a related field. Preferred: A master’s degree in the Spanish language, Spanish Linguistics, Peninsular and/or Latin American Spanish Literature, Hispanic Studies or a related field. Experience Required: A minimum of three years of proven experience in teaching and creating curriculum in Spanish Language. Preferred: Experience working in an independent boarding / day school. Competencies Required: * Proficiency in Spanish curriculum creation and instruction. * Proficiency in Second Language Acquisition teaching methods. * Excellent verbal and written communication skills in English and Spanish. * Demonstrated computer expertise, including proficiency in Google Workspace, Microsoft Office and Adobe Creative Cloud. * Ability to work collaboratively with internal and external constituencies. * Understanding of confidentiality and related issues. * Receptive to supervision and professional development. * Desire to be a part of a dynamic educational community. Physical Abilities Required: * Must be able to work at a computer for up to 8 hours each day in conjunction with OSHA requirements. * Must be able to teach in a classroom setting and use relevant instructional technology. * Must be able to move around the Milton Academy campus without restriction. * Must be able to lift up to 10 pounds. All interested internal candidates must complete an application for promotion or transfer and inform your supervisor as soon as possible. The essential functions and basic skills have been included in this job description; it is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities. Additional functions and requirements may be assigned by supervisors as deemed appropriate. This position description is subject to change at any time. Milton Academy is an equal opportunity employer. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of any category protected by federal, state, or local law, including but not limited to race, color, sex, sexual orientation, gender identity, gender expression, religion, disability, age, genetic information, veteran status, ancestry, citizenship or national or ethnic origin.

Job DescriptionCompany Description Uncommon Schools is a nonprofit network of high-performing public charter schools dedicated to providing an exceptional K-12 education in economically disadvantaged communities. Operating in Boston, Camden, New York City, Newark, and Rochester, we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, reflecting our dedication to their success. We invest deeply in our educators, offering weekly coaching, feedback, and professional development to ensure excellence in teaching and leadership. Join us to work hard, do good, and make a lasting difference! Job Description To build more high-performing schools, we need leaders to commit themselves to the most urgent and exciting work of our time. Uncommon Schools Principal Fellows are strategically trained and developed using best-in-class practices with the goal of stepping into an Uncommon Principal role upon completion of the Fellowship, in which they will co-lead a school alongside an Uncommon Director of Operations. This Principal Fellow and eventual Principal is a full-time employee, hired, supported, and evaluated by the Regional Superintendent of Instruction and the Senior Director of School Support. The fellowship is based on a foundation of core elements aligned to the competencies of Uncommon Principals. Each element is designed to build Principal Fellows’ capacity towards becoming effective instructional school leaders: Feedback and Assessment Feedback, especially individualized feedback, is the main tool that will support the Principal Fellow’s growth as a leader and is the main reason our schools go from good to great. Principal Fellows will receive feedback formally and informally throughout the Fellowship during their time in schools, professional development, and in cross-regional Fellow cohort gatherings. This will include feedback from the Principal Fellow’s Host Principal, the Regional Superintendent of Instruction, and the Senior Director of School Support. School Immersion By integrating fully into the day-to-day activities of an Uncommon school, Principal Fellows will gain exposure to situations they may face as a school leader and be challenged to manage the complexity of scenarios that occur at a school. Principal Fellows will work with their Host Principal and the Senior Director of School Support throughout their Fellowship to plan how they will master the skills and competencies needed to lead a high-performing school, including Instructional Leadership, Teacher Development, School Culture, and Family Engagement. Principal Fellows are “in the driver’s seat” of their learning and must seek and plan for opportunities throughout their Fellowship to demonstrate a leadership presence and readiness to lead while being fully immersed within a school. Professional Development Principal Fellows join our Principals in monthly, cross-regional professional development. This is an important opportunity to learn alongside Principals and cohort members about the most up-to-date instructional leadership and people management best practices to develop your leadership capabilities. In addition, Principal Fellows will attend a series of cohort-specific professional development workshops which are more intimate and allow for more “at-bats,” practice and direct application to their school immersion. These cohort sessions will provide opportunities for Principal Fellows to look to one another for professional and personal support. Qualifications • Passionate commitment to the mission of Uncommon Schools;, • Passionate commitment to expand knowledge, skills, and opportunities for students both in and out of school;, • Dedication to building culturally responsive learning partnerships with students, teachers, and families;, • Demonstrates tenacity, personal responsibility, a founder’s mentality, and a commitment to continual professional growth;, • Strong people management skills, including the ability to effectively navigate difficult conversations and hold staff, scholars, and families accountable in a supportive manner;, • Ability to develop and maintain a strong staff culture that is clearly focused on realizing our Uncommon mission;, • Strong data analysis skills;, • Ability to provide high-leverage feedback via classroom observations;, • Ability to strategically manage and prioritize time and tasks effectively to fully meet the needs of their school, with a lens toward systems thinking;, • Ability to thrive in a fast-paced environment; flexible, able to work autonomously and take direction as needed;, • Familiarity and success with–or commitment to–implementing Uncommon’s core tenets of instructional leadership (e.g., See It-Name It-Do It framework, Leverage Leadership principles);, • Required experience:, • At least 3 years of teaching experience with evidence of outstanding student growth and achievement;, • At least 1 year of experience coaching, leading, and/or managing teachers (e.g., Assistant Principal, Dean of Curriculum, Instructional Leader, grade level chair, content/department chair);, • Experience teaching core subjects (e.g., Math, ELA, Science, History) is preferred., • A Bachelor's degree. Additional Information Our people are what make us Uncommon. We offer competitive compensation and comprehensive benefits that support the personal health, wellness, and finances of our staff and their families. Our compensation philosophy values equity & fairness and attracting & retaining top talent. Compensation Compensation for this role is between $107,000 to $113,500. Most candidates who meet job description requirements will receive an offer of $107,000 - $110,200. Starting pay is determined using various factors including but not limited to relevant professional development, education certifications, and tenure with Uncommon Schools. Benefits • Generous paid time off inclusive of sick time, paid holidays, and 10 weeks of paid breaks (Spring, Winter, and Summer)., • Extensive, best-in-class training and development, • Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA), • Financial Planning, • Pension through Mass. Teachers Retirement System, • 403(b) retirement savings program, • Paid leave of absence options (parental, medical, disability, etc.) At Uncommon, we believe that a supportive and welcoming environment helps our students, staff, and community thrive. We are dedicated to building a team that brings a wide range of perspectives and experiences, reflective of the communities we serve---with over 70% of our staff identifying as people of color. Our organization values respect and open dialogue on important topics that shape our school culture. As an equal opportunity employer, Uncommon provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. We also ensure that individuals with disabilities receive all privileges and benefits associated with employment and are provided reasonable accommodations for the interview process and to perform core job functions. If you would like to request an accommodation, please email .

Job DescriptionDescriptionSchedule: M-F 7:15 a.m. - 9:15 a.m. Location: Roxbury Under the supervision of the Site Director/Program Administrator, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator will serve as a liaison between the school day teacher and parent to support the academic and social emotional success of the students in their classroom. Age-appropriate activities should provide for growth in cognitive skills, self-awareness, peer relationships, and character development. The educator conducts him/herself in a caring, responsible, honest, and respectful manner and is a role model for colleagues, as well as for program participants and families. In addition, he/she ensures focus on programming that promotes healthy living, social responsibility, and youth development with the ultimate goal to position the YMCA of Greater Boston to be the child care program of choice for families and school districts, providing the best in outcomes, staff and level of innovation. Key Responsibilities • Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development., • Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture., • Communicates information to parents., • Maintains a program environment that is safe, healthy, and engaging., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential., • A program which meets community needs in a manner consistent with the YMCA mission.., • Completes daily screening prior to entering work each day., • Wears a mask at all times, • Abides by Social Distancing recommendations, • Keeps safety of children as first priority; emphasizes personal safety and emotional well-being with the children, parents, and early education staff., • Ensures 100% compliance with COVID 19 policies – children in masks at all times, constant handwashing, social distancing., • Uses positive and constructive methods of child guidance, while ensuring that all staff does the same., • Adheres to the rules, regulations and procedures set forth by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Ensures supervision of children and management of smooth transitions to promote safety and appropriate behavior., • Works with the Site Director in the design of the program space and maintain facility and supplies at all times., • Assists the Site Director with relevant assessments on a variety of levels throughout the year by means of progress reports, parent surveys, and program self-assessment., • Developing your leadership skills in a caring, challenging & diverse working environment., • Exploring a wide range of opportunities as you learn new skills and functions., • Shaping the future of young children while making a difference each day for our communities and each other., • Engaging in YMCA career training programs and working alongside those who have the same passion., • A healthy work/life balance, • Comprehensive benefits including:, • FREE YMCA Membership for you., • Discount on Specialty Programs like Personal Training and Swimming Lessons., • Discounted or FREE family membership., • Robust Retirement Plan up to 10%. (see eligibility requirement), • Health, Dental, and Vision Benefit Package., • Vacation and Sick Time (PT receive sick time)

Job DescriptionDescriptionUnder the supervision of the Site Director/Program Administrator, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator will serve as a liaison between the school day teacher and parent to support the academic and social emotional success of the students in their classroom. Age-appropriate activities should provide for growth in cognitive skills, self-awareness, peer relationships, and character development. The educator conducts him/herself in a caring, responsible, honest, and respectful manner and is a role model for colleagues, as well as for program participants and families. In addition, he/she ensures focus on programming that promotes healthy living, social responsibility, and youth development with the ultimate goal to position the YMCA of Greater Boston to be the child care program of choice for families and school districts, providing the best in outcomes, staff and level of innovation. Requirements: • Keeps safety of children as first priority; emphasizes personal safety and emotional well-being with the children, parents, and early education staff., • Ensures 100% compliance with COVID 19 policies – children in masks at all times, constant handwashing, social distancing., • Uses positive and constructive methods of child guidance, while ensuring that all staff does the same., • Adheres to the rules, regulations and procedures set forth by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Ensures supervision of children and management of smooth transitions to promote safety and appropriate behavior., • Works with the Site Director in the design of the program space and maintain facility and supplies at all times., • Assists the Site Director with relevant assessments on a variety of levels throughout the year by means of progress reports, parent surveys, and program self-assessment., • Provides children with a well-balanced curriculum of specific, planned learning experiences that support their social, emotional, physical, cognitive, and language development. Key ResponsibilitiesThis employee ensures: • Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development., • Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture., • Communicates information to parents., • Maintains a program environment that is safe, healthy, and engaging., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential., • A program which meets community needs in a manner consistent with the YMCA mission., • Practices and follows all COVID-19 Policies., • Completes daily screening prior to entering work each day., • Wears a mask at all times, • Abides by Social Distancing recommendations, • Completes all PPE and Safety trainings prior to first day of work

Job DescriptionDescription: Who We Are: Are you ready to work at a dynamic institution that believes in higher education with lower obstacles? Benjamin Franklin Cummings Institute of Technology (now known as Franklin Cummings Tech) is a nationally accredited non-profit, technical college serving Eastern Massachusetts and beyond. The college was seeded in 1791 with funds from the estate of Benjamin Franklin that were given to the City of Boston to proliferate access to education and level the playing field for aspiring talent with meager financial means. Today, Franklin Cummings Tech continues to build on that legacy by offering post-secondary education in high-demand technical and skilled trade fields that lead to excellent careers. Our majors intentionally focus on select industries connected to sustainability and the clean energy transition including electric vehicle technology, smart manufacturing, practical electricity, power engineering, heat pumps/HVAC, biotechnology, automation, construction management and more. With a mission to deliver transformative technical and trade education that leads to economic advancement, we offer a unique mix of certificate and degree granting programs that appeal to enterprising students and respond to employer’s demand for a well-prepared workforce. Intentional partnerships with the industries we serve coupled with high graduation and job placement rates, recently attracted the largest philanthropic gift in the history of the college from the Cummings Foundation. Last year, Franklin Cummings Tech educated more than 1,000 learners across three student types: 1) certificate and degree seekers, 2) continuing education clients, and 3) high schoolers pursuing early college. As further evidence that our mission holds resonance, this year the college tracked a 25% year over year jump in fall new student enrollment and applications soared. We seek team members who are optimistic, entrepreneurial, data-informed, and excited about the prospect of continuing to strategically increase student success outcomes and total enrollment from 1,000 learners today to at least 1,500 learners by 2030. Join us in this mission driven work! Our campus is moving from the South End to Roxbury in early 2026! This new custom-built space is designed to LEED GOLD standards and will offer enhanced accessibility to mass transit routes as well as the benefits of a modern, impressive footprint in one of Boston's most vibrant cultural and educational corridors. Position Summary: Benjamin Franklin Cummings Institute of Technology is seeking an energetic and enthusiastic adjunct faculty member to teach in our HVAC day program. This is an adjunct position reporting directly to the program chair. The primary responsibility will be to teach students HVAC courses such as basic electrical and safety, basic and commercial refrigeration, heating, and air conditioning in our 9-month training program. Applicants will also be expected to provide academic advising to students, assist the program director and participate in department training, meetings, and graduation. Requirements: Key Responsibilities of Adjunct Faculty: • Teach during class hours from 8:00am to 2:30pm, on a hybrid schedule Monday through Thursday, • Availability to meet with students when needed., • Use of course texts, outlines, and other curriculum materials in accordance with college and department policies. Any deviations from the course syllabus must be approved by the department chair., • Respond to chair and administrative requests in a timely manner and complete all responsibilities effectively; prompt in keeping appointments, attending meetings (when possible), starting classes on time., • Respond to students in a timely manner, • Evaluate student achievement and provide timely feedback while maintaining accurate student records in the CANVAS LMS. Provide adequate support to students and maintain a respectful, professional rapport., • Participation in communications with the college and department. This includes utilizing the college Dropout Detective warning system to alert advisors when students falter., • Demonstrate effective teaching including preparation, meeting course goals, organization and presentation of material, student involvement, and classroom management. Qualifications: • At least three years of experience in the HVAC field, • Excellent communication and interpersonal skills, • Highly organized, motivated and results drive, • Prior teaching experience preferred Type of Appointment: Adjunct appointed to teach day courses four days a week, would begin immediately, with expectation of renewal for the following semester on satisfactory performance. Please see our salary guidelines here: Compensation Plan - Benjamin Franklin Cummings Institute of Technology Equal Opportunity Employer: Franklin Cummings Tech is an Equal Employment Opportunity employer and does not discriminate against any applicant or employee on any grounds protected under federal, state, or local law, including race, color, religion, creed, age, sex, national origin, ancestry, marital status, pregnancy, disability (including those related to pregnancy or childbirth), sexual orientation, genetic information, gender identity or expression, veteran status or any other characteristic or activity protected under federal, state or local law.

Job Description Starting Date: November 2025 About Buckingham Browne & Nichols: Located in Cambridge, Massachusetts, Buckingham Browne & Nichols is a day school that engages students in grades Pre-K through 12 in a rich and invigorating educational experience of the highest quality. The school excels at helping students discover their unique talents and passions and develop those strengths to the fullest. The curriculum is challenging, forward-thinking, innovative, and flexible, designed to help qualified students, from a range of backgrounds and with a wide spectrum of talents and interests, reach new levels of accomplishment. Co-curricular opportunities in athletics, the arts, community service, and other areas add important dimensions to students’ learning. Students learn on three age and developmentally-appropriate campuses. At every grade, BB&N takes full advantage of the range of opportunities its locations afford. BB&N is committed to becoming an anti-racist institution. This commitment is integral to the mission and vision of the School. BB&N is an academically excellent, diverse, and inclusive community where students develop into lifelong learners who lead with kindness, curiosity, and integrity. We prepare students to be responsible and open-minded as they engage with the world around them. Our school is guided by the core values of: * Inquiry, in which we promote curiosity and critical thinking to inspire a lifelong love of learning. Integrity, in which we strive to be honest, conscientious, and accountable in our actions, even when no one is watching. * Belonging, in which we foster a culture of respect, well-being, and connection that values all individuals and empowers them to discover and be their authentic selves, and * Kindness, in which we strengthen our communities by recognizing our common humanity and treating ourselves and others with respect and compassion. The vibrancy and vitality we feel in the classrooms, hallways, stages, and playing fields of BB&N derive from the people who are here. At its root are the varied interests and experiences, the different backgrounds, cultures, religions, views, and perspectives that our students and faculty bring to their classes and families bring to myriad activities. Each of us adds to the richness of another’s experience. Working and playing together teaches us lifelong lessons about appreciating, knowing, understanding, and learning from each other. Summary Description: The Director of Finance will report to the Chief Operating and Financial Officer and be a member of the Operations Leadership Team, which oversees the 86-person department. The Director of Finance will be responsible for leading the business office operations and will have the requisite experience in school financial functions to lead these areas. Buckingham Browne & Nichols School operates on three academic and one administrative campus and prioritizes the need to build connections across the Lower, Middle, and Upper School programs. This position is an in-person role, as visibility of key operations staff is a key component to building connections across the school. Key Tasks and Responsibilities: The Director of Finance will work with various members of the Senior Leadership Team and other school leaders and will have the following responsibilities: * Oversee operations of the business office and support the growth and professional development of the staff in these areas. * Prepare the audit and reporting materials that are provided to the Board and Committees (Audit and Finance), and participate in these board meetings. * Support the Director of Facilities and Transportation in the preparation of materials for the Facilities and Real Estate Committee. * Ensure the maintenance of appropriate financial records and preparation of required financial reports, including quarterly and ad hoc reporting. * Manage the annual budgeting, budget monitoring, and financial analysis process and work to continuously improve these processes. * Develop and manage an integrated, automated financial management information system. * Systemize the quarterly close process. * Partner with school leaders and budget managers to support their understanding of the budgets and support their work in understanding and analyzing the budget data to support the work of the school. * Create a cash management plan and manage the school’s cash flow position. Establish credit and collections, and purchasing policies and schedules for the payment of bills and financial obligations. * Develop and manage an integrated, automated financial management information system and a robust and effective system of internal controls around accounting, cash, and other business operations functions. * Manage the insurance program and relationship with Fred C Church. * Manage responses and analysis of financial benchmarking data suitable for management and board-level review. * Review the financial and accounting-related policies and procedures of the school and ensure appropriate communication with faculty and staff, and reside in an accessible location. * In partnership with the Director of Facilities and Transportation, establish and execute programs for the provision of capital, including negotiating the procurement of capital and maintaining the required financial arrangements. * Oversee the preparation and filing of all income tax and financial reports of the school. * Other duties as assigned. Requirements, Skills, and Competencies: The ideal candidate will be a seasoned school leader with deep experience in all aspects of business office operations. BB&N strives to hire people committed to the school’s mission and values. The following qualifications are sought in the ideal candidate: * A strategic thinker who stewards collaborative work and progress toward goals. * Entrepreneurial spirit. * Experience building strong collaborative teams and motivating others. * Requires superior oral and written communication skills. Ability to communicate effectively and interact with all personality types and levels of management. * Effective relationship builder, preferably with local, regional, and national connections * At least 7-10 years of direct experience in school business operations and, specifically, fund and non-profit accounting. * Experience in managing large teams and programs. * Master’s Degree in Business Management or related field strongly preferred. Salary: $145,000 to $175,000.00 BB&N offers competitive salaries and benefits, employing equitable and consistent compensation practices. The starting salary for any hired candidate is based on experience within salary bands. Compensation for eligible full-time and part-time employees includes a 403(b) plan with up to a 10% match of salary and other competitive benefits offerings. Benefits offered to eligible employees include health & dental insurance; commuter benefits; long-term disability insurance, and more. To Apply: Please visit the Careers at BB&N page to complete your online application. Please upload your Cover Letter, Resume, and Reference List. Please email with any questions. Buckingham Browne & Nichols School does not discriminate on the basis of race, color, religion, creed, age, gender identity, national origin or ancestry, veteran status, sexual orientation, genetic information, or any non-job-related physical or mental disability. We welcome candidates who will increase our diversity; we encourage candidates of color and all diverse candidates to apply.

Job DescriptionDescriptionTitle: Registered Dietitian Reports to: Senior Director of Nutrition Education, Partnerships, and Warehouse Operations Location: 370 McClellan Highway, East Boston Classification: Full time YMCA of Greater Boston Registered Dietitian The YMCA is a lead partner for the Greater Boston Food Bank and operates a warehouse Grocery Bag Distribution Program that packages and delivers 4,500+ grocery bags weekly to more than 45 partners through the city of Boston. A new Mobile Market will be operational in 2023 and will coordinate services in the city of Boston. The goal is to serve communities daily with food choice and individual selection. The YMCA of Greater Boston is also a partner to the Department of Transitional Assistance (DTA) and delivers SNAP-Education/ Nutritional Education to all distribution Centers in the city of Boston, partners with the Massachusetts Alliance of Ys and works directly with JRI and independent consultant to measure the impact of all Distribution Center Operations and Activities. Annually pantry meals will deliver more than 3 million meals. The Registered Dietitian role is responsible for developing, leading and implementing nutrition-based initiatives of the DTA SNAP-Education/Nutritional Education program. The Registered Dietitian will be responsible for designing educational materials and delivering them at the Grocery Bag Distribution Program sites, Early Education Centers, Homeless Shelter, and other partners. The Registered Dietitian will work closely with partner sites, youth, and families. Strong communication and coordination skills with partners and community members are integral in this role. his position reports to the Director of Nutrition Education, Partnerships, and Warehouse Operations. Qualifications: • Must be a Registered Dietitian with an active license, • Minimum of two years of related work experience, • Bilingual in Spanish/Creole preferred, • Ability to build strong relationships and work effectively with a wide variety of people., • Excellent communication skills (written and verbal)., • Experience and comfort with public speaking and presentations., • Interest and willingness to collaborate with exercise professionals to teach participants about the connections between nutrition and exercise., • Must be able to lift up to 50lbs and stand for most of the workday., • Must be motivated, energetic, punctual, responsible, and exhibit a positive attitude to be an excellent role model for staff members and partners., • Considerable skill to build external partnerships., • Demonstrated respect for the teaching, learning, and evaluation process., • Appreciation of equity, diversity, inclusion, and promotion of multi-cultural awareness., • Ability to work a flexible schedule which includes days/evenings/weekends as needed by the department., • Attentive to detail and able to work independently., • Must be highly motivated and possess a positive attitude towards the YMCA, character development and mission., • Candidates who live in Boston encouraged to apply Key ResponsibilitiesAdministration & Management: • Design and implement SNAP-ED direct education services garnered towards SNAP-Ed eligible youth in the Greater Boston Area, other YMCA programs, and partners., • Create and administer SNAP Education curriculum for SNAP-Ed eligible adults and families receiving food assistance from YMCA grocery distribution. Work alongside Director of Nutrition Education, Partnerships, and Warehouse Operations to deliver and distribute educational materials to partners., • Coordinate with the Pantry Operations Manager to order food that aligns with SNAP-Ed curriculum., • Implement education curriculum and programming at grocery sites, Mobile Market Food Truck locations, and expand programming throughout the Greater Boston area., • Coordinate with partners to host educational trainings for adults and families., • Develop strategy to advance food systems and policy work for YMCA internal and external network throughout the Commonwealth., • Serve as the primary nutrition related resource for the organization, supporting association and branch staff and programs., • Build relationships and promote nutrition services to internal and external stake holders to drive engagement, participation and referrals., • Supervise part time Registered Dietitians, • Other duties as needed and assigned