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Job DescriptionDescriptionThis position offers a $500 sign on bonus! The YMCA of Greater Boston is seeking a dedicated and energetic Part-Time After School K1 Teacher to join our team. This role is ideal for individuals who are passionate about early childhood education and eager to contribute to our mission-driven organization. Under the direction of the Site Director, the K1 Teacher will provide a positive, engaging, and supportive after-school environment for young learners, ensuring that their educational and recreational needs are met in alignment with the YMCA’s core values. Key Responsibilities • After-School Program Planning: Develop and implement engaging, age-appropriate activities and lesson plans for the after-school program, incorporating elements of learning and play that align with Massachusetts Early Education and Care (EEC) standards. 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., • Classroom Management: Create a nurturing and structured environment that supports children’s emotional and social development. Use effective behavior management techniques to foster a positive and respectful atmosphere. Supervises children to ensure safety, appropriate behavior, and smooth transitions., • Student Engagement: Provide individualized support and encouragement to students, ensuring that each child’s needs are met and that they are actively participating in after-school activities., • Family Communication: Maintain open lines of communication with parents and guardians, providing updates on their child’s progress and any relevant program information. Address any concerns or feedback from families in a timely and professional manner., • YMCA Mission Integration: Embody and promote the YMCA of Greater Boston’s mission and values through all interactions with students, families, and colleagues. Encourage students to engage in activities that promote youth development, healthy living, and social responsibility., • Professional Collaboration: Work collaboratively with other staff members to ensure a cohesive and supportive program. Attends regular staff meetings and Association-wide or regional events as assigned. Participates in at least 20 hours of training per year and meets EEC/YMCA training guidelines. Exhibits flexibility with scheduling, classroom assignments, and substituting in varied areas of the program., • Professional Behavior: Considers exceptional attendance at work, promptness for shift, and reliability as core work ethic., • Education: Bachelor’s degree in Early Childhood Education, Elementary Education, or a related field preferred., • Certification: Eligibility for Massachusetts EEC Certification required. Active certification preferred., • Experience: Previous experience working with young children, particularly in an after-school or educational setting. Experience in a K1 classroom is highly desirable., • Skills: Strong understanding of early childhood development and effective teaching practices. Excellent communication, organizational, and interpersonal skills. Ability to engage with children in a positive, supportive manner and work collaboratively with a team. The YMCA of Greater Boston is an incredible place to have a fulfilling career or enjoy part-time employment — all while we are supporting and strengthening our communities, because our community is our cause. 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:, • 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 Description SEIU 32BJ Training Fund Part-time CPR/AED and First Aid Instructor (Spanish) The 32BJ Training Fund is seeking qualified candidates for part-time Spanish-speaking CPR/AED and First Aid instructors for classes taught in Boston and surrounding cities in Massachusetts. About us: SEIU 32BJ is a service union that represents cleaners, maintenance workers, service staff, and security officers in nine states on the East Coast. Our mission is to educate every member so that they have the tools they need to meet the challenges of a changing industry. Who we’re looking for: • Creative, dynamic teachers with good interpersonal skills who enjoy working in diverse linguistic and cultural settings., • Plan and implement lesson plans that are aligned to the program curriculum and incorporate the provided educational materials., • Teach course content using a student-centered teaching approach., • Maintain and submit records of attendance., • Maintain ongoing communication with supervisor., • Participate in relevant professional development activities, as available., • Willingness and ability to travel independently throughout Massachusetts, including to locations not accessible by public transportation. Qualifications: • High school diploma or its equivalent., • Spanish fluency required., • Flexible schedule - willing to work weekends and weekday evenings., • CPR/AED/First Aid Certifications from American Heart Association or American Red Cross., • Strong interpersonal skills and the ability to interact with students from a variety of linguistic and cultural backgrounds., • Ability to use digital platforms to instruct, communicate, and record program data. COVID-19 Considerations • Record of completed COVID-19 vaccine or confirmed medical/religious exemption from the organization., • Compliance with current COVID-19 protocols of the organization Schedule of Classes • Saturdays, starting in January., • Other days may be available. Location(s) • Boston, or any of the eight locations in the Boston area. Compensation: • $75 per teaching hour, • Paid preparation time, • Paid in-house training, coaching, and professional development opportunities (different pay rate), • Some locations may qualify for paid travel time and travel expenses., • Accrued sick time., • 401K contributions

Job DescriptionDescriptionThe YMCA Is the nation’s leading nonprofit, committed to strengthening communities through healthy living, youth development and social responsibility. In Boston, the Y is over 150 years old, successful in empowering people of all ages to learn, grow and thrive. In neighborhoods across greater Boston, the Y is community centered and has the presence and partnerships to deliver positive change. Every day the Y’s impact is felt, whether it’s an adult who chooses a healthy lifestyle; a child who is inspired to learn a new skill or a community that comes together for the common good. The Y is So Much More. Under the direction of the Site Director, the Assistant Director works to support daily After School Operations. The Assistant Director will assist in program preparations prior to school dismissal, in leading daily activities that allows children to learn and play at the same time, explore the community they live in, participate in sports and swimming and develop positive relationships. The Assistant Director models the Y’s leadership core values of caring, honesty, respect and responsibility. Key ResponsibilitiesLeadership: • Emphasizes personal safety and emotional well-being with students, parents, and other branch/school personnel at all times. Student safety is a top priority., • Interprets the quality of YMCA values to students, parents, families and staff. Must be a positive role model. Develops appropriate relationships with all students in their care. Understands, establishes, and abides by appropriate boundaries., • Plans and implements recreational and educational programs that emphasize group participation with an appropriate amount of choice., • Uses positive, constructive methods of discipline/positive reinforcement, and ensures that all staff does the same., • Communicates respectfully, openly and effectively with all staff, parents and children., • Manages daily attendance records for groups. Supports with absence calls and confirms group rosters., • Supports with behavior guidance with students, coaches counselors in effective group management skills., • Sets an example for group game facilitation and program quality., • Assists in responsibility of attendance tracking in Boston After School & Beyond., • Reports all accidents and unusual incidents immediately to appropriate supervisors and completes necessary documentation., • Communicates program information, problems, and concerns as they occur., • Assists with planning and implementing of daily activities, special events and Family Night activities., • Actively participates in all aspects of daily leadership schedule including openings, closings, and extended hours., • Performs other duties as required by supervisor (remains flexible). Demonstrates a willingness to help where needed and actively seeks to develop oneself. Support with camper file management., • Support groups in need., • Attends all staff meetings and training sessions; assists in facilitation. Becomes familiar with training materials and actively incorporates them in their day to day interactions and work with students and staff., • Maintains and cares for all program areas and supplies. Ensures that students treat all equipment, supplies, and program property responsibly., • Must have the physical ability to lead and participate in all physical group games and activities., • Works in a busy indoor environment; leads outside activities as well., • Must be at least 18 years of age and have a passion for working with and nurturing children., • Must have high school diploma or equivalent; college degree or pursuing a college degree preferred., • Experience working with children (youth programs, camp settings or related field); understand the needs of children., • Must demonstrate cultural sensitivity and utilize effective communication skills., • Possesses a knowledge of group process – collaborative style of working within a team., • Must be committed to carry out YMCA mission, philosophy, and departmental goals., • Must possess current First Aid, Oxygen, and CPR certifications and as required by the specific program; or successfully complete YMCA provided First Aid, CPR, Child Abuse/Sexual Abuse Prevention Training upon hire., • 7D license recommended to assist with transportation but not required. The YMCA of Greater Boston is an incredible place to have a fulfilling career or enjoy part-time employment — all while we are supporting and strengthening our communities, because our community is our cause. 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:, • 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 Description Assistant to the Assistant Director 12-Month Position Position Overview The Assistant to the Assistant Director plays a key role in supporting the Assistant Director and lower school administrative team to ensure the effective and efficient achievement of the school’s mission and annual goals. This position also oversees select school-wide administrative efforts and provides consistent support to staff, students, and families. Primary Responsibilities Lower School Administrative Support & Office Management * Serve as a first point of contact for staff, students, and visitors; screen phone calls, mail, and visitors and direct them appropriately * Report issues of concern to the Assistant Director and/or school administration * Provide disciplinary support when needed, including: * Supervising students sent to the office for behavioral reasons, ensuring they remain quiet and complete assignments * Providing alternative work when no assignment is provided * Determining whether infractions are minor, moderate, or require escalation * Communicating outcomes of minor to moderate office visits with teachers and parents * Collecting uniform infraction forms and assigning consequences as appropriate * Enforce school policies and procedures consistently and fairly * Facilitate communication between teachers and the Assistant Director Project Management & Administrative Execution * Manage daily and long-term administrative projects as assigned, including: * Mailing attendance, suspension, and academic notices * Coordinating academic concern meetings and student incentive programs * Preparing school reports and documents * Oversee main office logistics such as projector checkout, locker assignments, and morning announcements * Assign detentions and track attendance for the detention proctor * Create purchase orders in coordination with the Assistant Director and submit to the business office * Submit and track IT and Facilities Help Desk tickets as needed * Monitor faculty/staff sign-in/out sheets and report concerns * Manage the Assistant Director’s calendar and assist with scheduling * Coordinate and monitor summer projects as directed * Provide administrative support at occasional before- or after-school events * Sort, file, collect data, distribute, and organize materials as necessary Required Skills & Qualifications * Strong confidentiality and professionalism in all interactions * Excellent oral and written communication skills * Ability to support, enforce, and adhere to school policies and procedures * Proven organizational, planning, and project management skills with strong follow-through * High proficiency in Microsoft Office (or equivalent), including advanced formatting and functions * Experience using Student Information Management Systems * Strong analytical, problem-solving, and decision-making skills * Attention to detail and accuracy in all tasks * Flexible, adaptable, and able to manage multiple priorities * Collaborative, team-oriented mindset with the ability to work independently when needed Powered by JazzHR s7wvNQgVM1

Job DescriptionAbout the Role The Public Relations Administrative Support Assistant plays a central role in supporting the admissions process for K–8 families at Mystic Valley Regional Charter School. Acting as a primary point of contact for newly admitted students, the Specialist ensures a seamless transition from lottery to the first day of school while maintaining the accuracy, security, and compliance of student records. This position blends family-facing support with behind-the-scenes data management, requiring both a warm, professional demeanor and meticulous attention to detail. Working closely with the Public Relations Manager and school leadership, the Public Relations Administrative Support Assistant manages the enrollment pipeline, backfills open seats via waitlist, coordinates screenings, oversees annual re-registration, and ensures that all enrollment and compliance requirements are met. Key Responsibilities: Enrollment & Family Engagement • Collaborate across departments to align recruitment, enrollment, and retention goals., • Support lottery setup, execution, and post-lottery communications., • Assist with admissions lottery, screenings, and orientation sessions.Admissions, Lottery & Waitlist Management, • Verify enrollment packets, eligibility, screenings, and documentation completeness., • Manage offers, enrollment forms, declines, and withdrawals., • Maintain and act on the waitlist to ensure timely and compliant backfilling of seats., • Prepare and distribute family communications, including offer letters and deadlines.Student Screenings & Placement, • Schedule and oversee placement screenings in collaboration with professional development coordinators., • Communicate results and next steps to families.Compliance & Operations, • Support audits, accountability measures, and operational reporting., • Provide administrative support for recruitment and enrollment priorities., • Bachelor’s degree, • 1–3 years of experience in administration, • Strong verbal and written communication skills., • Proficiency with Microsoft Office Suite; Outlook., • High standards for accuracy, confidentiality, and organizational diligence., • Professional appearance and demeanor.Key Skills & Attributes, • Detail-oriented and proactive problem solver., • Strong ability to set priorities and exercise sound judgment., • Flexible and collaborative teammate with the ability to work independently., • Competitive salary, commensurate with experience. 7ezPRr6Kqd

Job Description:\n\nOnline Academic Coach (HigherEd, Remote, Part-Time) Instructional Connections, LLC is a comprehensive third-party provider of high-quality instructional support services for colleges and universities that offer fully online courses and degree programs. Institutions partner with Instructional Connections to support the delivery of their high-quality asynchronous online courses at an affordable cost. In the online course, students are assigned an Academic Coach, which may also be known as or referred to as a Teaching Assistant, Course Assistant, or Instructional Associate, depending on the program. We are currently working with over 50 US public and state universities across over 75 programs, and we expect to add several additional ones in the coming year. MORE ABOUT THE POSITION: Our Academic Coaches assist with the grading of assignments according to faculty instructions, monitor discussion threads, respond to inquiries and emails within 24 hours, monitor student engagement, provide online support, and regularly partner with the university faculty of record. Academic Coaches act as facilitators and graders, while the university faculty member is the instructor of record. Approximately 75% of the courses we support are accelerated, consisting of 5 to 9-week course cycles, and the programs offer fully online courses year-round, outside of traditional semester calendars, with 4 to 7 course term starts throughout the year. On average, an Academic Coach spends about 10-30 minutes per week, per student. However, this can vary based on the course level, subject area, specific course assigned, and the number of open-ended assignments involved. Academic Coaches who consistently complete coach assignments with positive feedback from their faculty will be considered for additional student loads or sections. Our objective is to prevent overextending a coach’s commitments to ensure their capacity to serve all assigned students effectively is not compromised. In the first assignment as an Academic Coach, the practical limit is around 50 students, with 30 being more typical. An experienced Academic Coach typically supports 75-90 students. A highly proficient coach with ample time may be assigned up to 120 students, but this is the upper limit. Compensation is calculated based on a per-student-per-course formula. Since we support all disciplines, course levels (undergrad, graduate, and doctoral), and courses from 5 to 16 weeks, specific per-student-per-course rates are not disclosed until an approved Academic Coach is assigned to a course by a Lead Coach. After submitting your application, if you are selected as a candidate to begin the first step in our vetting process, you will be scheduled for an Academic Coach Pre-Employment Screening (virtual interview) session. Invited participants should plan to dedicate 4 to 6 hours to the self-paced screening, which must be completed within one week (Monday to Sunday). The screening covers details about the role and expectations of an Academic Coach, reviews best practices in online education, explores various learning management systems (LMS), FERPA, and more. If a participant does not complete this screening within their scheduled week, they may request to be rescheduled for a future session. These sessions are offered twice each month, always starting on a Monday. After successfully completing the screening session and receiving a recommendation from the facilitator, you will move on to the next step in our vetting process—contracting. Being offered a contractor agreement depends on the successful completion of the background check. All Academic Coaching positions are considered part-time work as an independent contractor (1099). A complete "Contractor Package" is required and includes a comprehensive resume or CV, official transcripts or evaluations of foreign transcripts for all degrees earned (Bachelor’s, Master’s, Post-Graduate, and Doctorate), and all completed and signed onboarding documents (Signed Agreement, W-9, Direct Deposit, etc.). Once your contractor package is complete, your name will be added to our pool of vetted and qualified Academic Coaches who are ready and available for course assignments. Once in the pool, your resume will be accessible to our Lead Coaches for review and matching with potential assignments based on the credentials and experience requested by the university faculty in their coach request. Course assignments only become available as we receive Academic Coach Requests from our university partners for upcoming course starts. The need for new Academic Coaches mainly depends on student enrollments. All course assignments are not finalized until approved by the university and are coordinated with our Lead Coaches. We usually don't get reliable enrollment projections until about two weeks before a scheduled course start date. The new Academic Coach will receive a brief orientation to the assigned program and course. Course assignments are finalized close to the course start date and depend on several factors, including the area and level of graduate study, university approval, and student enrollment. Please carefully review the minimum requirements listed below before applying, as they are NOT negotiable; our university partners have set these criteria for any applicant to qualify for assignment. FOR BUSINESS PROGRAMS (Graduate-Level/Master's Degree): A minimum of a Master’s Degree in a business-related field, with at least 18 graduate-level credit hours completed in the specific course content area listed below, is REQUIRED. A Terminal Degree or actively pursuing a Terminal Degree is STRONGLY PREFERRED. Business degrees from AACSB or ACBSP-accredited institutions are strongly desired. Some experience in online higher education is a plus.Computer Science (Master’s Degree in Computer Science or a closely related area is REQUIRED)Data Analytics (Master’s Degree is REQUIRED, PhD or DBA preferred)Economics (Master’s Degree in Economics or a closely related area is REQUIRED)Finance (Master’s Degree is REQUIRED, PhD or DBA strongly preferred, CFP preferred)Information Technology Mgmt (Master’s Degree is REQUIRED)Digital & Social Media Marketing (Master’s Degree in Digital Marketing or a closely related area is REQUIRED) FOR COMPUTER SCIENCE PROGRAMS (Graduate-Level/Master's Degree):A minimum of a Master’s Degree in Computer Science or Information Technology related field with at least 18+ graduate-level credit hours completed in the specific course content area listed below is REQUIRED—3 to 5 years of industry experience in the field.Computer Science (Master’s Degree is REQUIRED)Computer/Software Programming (Master’s Degree is REQUIRED, experience in PYTHON strongly desired)Cybersecurity/IT Security (Master’s Degree is REQUIRED)Data Analytics/Quantitative Analysis with PYTHON experience (Master’s Degree REQUIRED, PhD or DBA may be preferred)Health Information Management/Health Informatics (Master’s REQUIRED, RHIA or RHIT is preferred)Information Technology Mgmt (Master’s Degree is REQUIRED) FOR NURSE PRACTITIONER PROGRAMS (Graduate/MSN/Post-Graduate Level):A current and valid RN license and a conferred Masters of Science in Nursing (MSN) or greater is required. However, a PhD in Nursing or DNP (doctorate/terminal degree) is strongly preferred for all MSN, Post-Grad NP, and DNP programs. NP candidates must be Board Certified; see below for specific area(s) of need. Nursing degrees must be from ACEN or CCNE-accredited institutions. A minimum of 3 years of nursing practice experience is required; prior teaching experience (trainer, clinical, preceptor, face-to-face, or online) is preferred.Adult-Gerontology Acute Care/Primary Care Nurse Practitioner [AGACNP-BC/AGPCNP-BC] (min. MSN in NP REQUIRED with NP License (APRN) and board certification with prescriptive authority)Pediatric Acute Care/Primary Care Nurse Practitioner [CPNP-PC/CPNP-AC] (min. MSN in NP REQUIRED with NP License (APRN) and board certification with prescriptive authority)Psychiatric Mental Health Nurse Practitioner [PMHNP] (min. MSN in NP REQUIRED with NP License(APRN) and board certification with prescriptive authority) FOR HEALTH SCIENCES/SERVICES PROGRAMS (Graduate/Master's Degree)A minimum of a Master's Degree with at least 18+ graduate-level credit hours completed in the specific course content area listed below is REQUIRED. Experience in online higher education is preferred. A doctorate/terminal degree may be preferred in some areas or for specific courses.Health Information Management/Health Informatics (Master’s REQUIRED, RHIA or RHIT is preferred)Human Nutrition/Dietetics (Master’s Degree in Nutrition or Dietetics REQUIRED)Radiologic Sciences (Master’s Degree is REQUIRED, with a valid Radiology Tech or other closely related Licensure/Certification)Respiratory Therapy (Master’s Degree is REQUIRED, with a valid Respiratory Therapy Licensure/Certification FOR OTHER DISCIPLINES (Undergraduate and/or Graduate Level):A minimum of a Master’s Degree with at least 18 graduate hours in the specific course content area listed below is REQUIRED; this does NOT include any undergraduate courses or credit hours. A Master's in Education or Teaching (MEd, MAT, etc.) is NOT suitable, as a Master's Degree in the specific content area is REQUIRED. Some experience in online higher education is preferred. A doctorate or terminal degree may be preferred in certain fields or for specific courses.Communication Studies (Master’s Degree in Communications or other closely related fields, experience teaching Business Communications or Business Writing in an online format is desired)Geology/Geography/Geographic Information Science (GIS)/Geospatial Intelligence (Master's Degree in GIS or closely related REQUIRED)Philosophy (Master’s Degree in Philosophy, Humanities, or other closely related field is REQUIRED)Statistics (Master’s Degree in Statistics or closely related area REQUIRED, experience in statistical modeling and analysis)Media/Motion Pictures/Film Studies (Master’s Degree in Media/Motion Pictures/Film Studies or other closely related field is REQUIRED) Please carefully review the minimum requirements listed above before applying, as they are NOT negotiable; our university partners have set these criteria for any applicant to qualify for assignment. We will evaluate educational degrees and certifications for qualification and consideration. Applications that do not meet the stated minimum requirements will not be reviewed or contacted. These virtual positions do not require residency in a specific city or state; however, all applicants must either be a U.S. citizen or possess a valid and current work authorization (EAD) from the U.S. Citizenship and Immigration Services (USCIS - ). Applicants for employment in the U.S. must possess current and valid work authorization that does not now or in the future require any sponsorship or other support/documentation of a visa for employment authorization (EAD) in the United States with Instructional Connections (i.e., H1-B visa, F-1 visa (OPT), TN visa, or any other non-immigrant status). Thank you; we appreciate your interest. \n\nCompany Description:\n\nInstructional Connections, LLC (IC) was established and incorporated in 2010. We are an independent, third-party provider of high-quality instructional support services to colleges and universities in the United States that offer online courses and degree programs. Higher education institutions partner with Instructional Connections to support the delivery of their high-quality asynchronous courses and programs, meeting the needs of growing enrollments and scaling their online offerings. Our Academic Coaches provide instructional support within the online courses, operating under the direction of the faculty. The Academic Coach may sometimes be referred to by a different title for various programs at the university's discretion, such as Teaching Assistant, Course Assistant, Instructional Associate, etc.\n\nWe currently work with 50+ public and state universities across the United States, supporting over 75 programs in various disciplines and subject areas, including Business (MBA, MAcc, MFin, MIS, MPA, etc.), Nursing (RN-BSN, MSN, NP, etc.), Health Sciences (MPH, MHA, MHS, etc.), Education (MAT, MEd, EdS, etc.), Computer Science (MCS, MSCS, MIT, etc.) and Criminal Justice.\n\nSometimes, we may be asked to help an institution in finding instructors, adjuncts, observers, and other educational professionals strictly on a limited, as-needed basis. \n\nAn Equal Opportunity Employer - M/F/D/V\n\nInstructional Connections, LLC provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, or genetics. In addition to federal law requirements, Instructional Connections, LLC complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. 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.\n\nInstructional Connections, LLC, expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Instructional Connections' employees and contractors to perform their job duties may result in discipline up to and including discharge.Instructional Connections, LLC (IC) was established and incorporated in 2010. We are an independent, third-party provider of high-quality instructional support services to colleges and universities in the United States that offer online courses and degree programs. Higher education institutions partner with Instructional Connections to support the delivery of their high-quality asynchronous courses and programs, meeting the needs of growing enrollments and scaling their online offerings. Our Academic Coaches provide instructional support within the online courses, operating under the direction of the faculty. The Academic Coach may sometimes be referred to by a different title for various programs at the university's discretion, such as Teaching Assistant, Course Assistant, Instructional Associate, etc.\r\n\r\nWe currently work with 50+ public and state universities across the United States, supporting over 75 programs in various disciplines and subject areas, including Business (MBA, MAcc, MFin, MIS, MPA, etc.), Nursing (RN-BSN, MSN, NP, etc.), Health Sciences (MPH, MHA, MHS, etc.), Education (MAT, MEd, EdS, etc.), Computer Science (MCS, MSCS, MIT, etc.) and Criminal Justice.\r\n\r\nSometimes, we may be asked to help an institution in finding instructors, adjuncts, observers, and other educational professionals strictly on a limited, as-needed basis. \r\n\r\nAn Equal Opportunity Employer - M/F/D/V\r\n\r\nInstructional Connections, LLC provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, or genetics. In addition to federal law requirements, Instructional Connections, LLC complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. 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.\r\n\r\nInstructional Connections, LLC, expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Instructional Connections' employees and contractors to perform their job duties may result in discipline up to and including discharge.

Job Description Teacher Job Description About APR Academy of the Pacific Rim Charter Public School (APR) is a tuition-free, public charter school offering a rigorous, college preparatory program in Grades 5-12 to 540 students from Boston. For 25 years, APR has empowered diverse learners (90% students of color; 11% English Learners; 25% on IEPs) of all racial and ethnic backgrounds to achieve their full intellectual and social potential through high-quality academic and enrichment programs to promote college and career exploration, cultural immersion, and community service. Our supportive and inclusive community actively counters patterns of inequity through dynamic learning partnerships between staff, students, and families. This work is grounded in the vision that all students graduate with a focused mind and a big heart, having the critical thinking, mastery of academic and social skills and a deep sense of self and others to joyfully pursue post-secondary education, careers, and civic life based on their passions and interests. Our 570+ alumni have a six-year college graduation rate of 70% - double the national average of their demographic peers. About the Position We believe that exceptional student outcomes are the result of excellent teaching and teamwork. Teachers and staff who thrive at APR are driven, passionate educators who love kids, are dedicated to their craft, embrace feedback, and constantly push themselves and their peers to learn and grow. This position will perform a variety of responsibilities, including but not limited to, the responsibilities listed below. Primary Responsibilities Curriculum, Instruction, and Student Assessment • Leading a classroom in which students are affirmed for their brilliance, curiosity and intellect, • Modeling a deep passion, expertise and excitement for content matter, • Designing and implementing standards-aligned courses and curricular units that are rigorous, enriching and foster critical thinking, • Creating a classroom with a strong culture of achievement, through the use of best practices, that promotes student growth and achievement, • Continually providing students with feedback to strengthen their mastery of daily, weekly and unit learning targets, • Collaborating with co-teachers and other specialists to deliver instruction to meet the individual needs of students with diverse learning needs, • Leveraging data to provide students with high impact, targeted and individualized intervention, • Developing students understanding of core values, critical consciousness and social-emotional capacity through APR’s advisory structure, Dragon Circles, • Mentoring 10-15 students, through regular advisory meetings and family meetings, • Developing strong relationships and partnerships with families through regular communication around academic and behavioral successes and challenges, • Maintaining and communicating up-to-date, accurate student grades and progress relative to academic benchmarks, • Actively participating in professional development at the school and individual level including summer Dragon Institute, weekly professional development and individualized coaching sessions, • Engaging in a reflective process to continually strengthen teaching and learning practices, • Performing necessary support duties including (but not limited to) coverage, bus, lunch, and dismissal duties to ensure that students learn and thrive in a safe and supportive school environment, • Embodying our belief that all students can achieve, • Active, regular collaboration and communication with the team to advance APR’s mission, • Committing to continual personal and organizational growth, • Tenaciously fostering the learning of every student, • Embracing diversity and the goals of equity and inclusion The ideal candidate has: • Demonstrated belief that all children can achieve their full intellectual and social potential, • Epitomizes APR’s values in all interactions, • A Bachelor’s degree is required; a Master’s degree is preferred;, • Teachers must either be certified or licensed to teach in Massachusetts or have passed, prior to the end of their first year of employment, the Massachusetts Tests for Educator Licensure (MTEL). This includes a passing score on the Communication and Literacy Skills test and a passing score on the relevant subject matter knowledge test(s)., • Teachers should hold an SEI (Sheltered English Immersion) endorsement or complete this prior to the end of their first year of employment;, • Expertise in and enthusiasm for content area(s); *External and internal applicants, as well as position incumbents who become disabled as defined under the Americans with Disabilities Act must be able to perform the essential job functions (as listed) either unaided or with the assistance of a reasonable accommodation to be determined by management on a case by case basis. For more information, please visit our website at Powered by JazzHR dLwRTAkxCi

Job Description ELA Teacher (Leave Coverage) (SY25-26) Grade Level: Middle School Start Date: November 2025-EOY Locations: Boston, MA This is a long term substitute role covering a parental leave. Please note that the salary will be a daily rate based on the Boston Teacher Union's salary scale for long term substitutes. About UP Education Network UP Education Network is a non-profit school success organization that addresses inequities in public school systems. UP provides differentiated support to historically under resourced schools through a partnership with districts and the state. 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. Teaching at UP Education Network UP Academy teachers work with a team of diverse colleagues to develop rigorous curricula, deliver engaging lessons, and support all students on the path to and through college. Desired Skills and Characteristics of an UP Teacher • A deep desire to work with educationally underserved student populations and their families, • An unwavering commitment to the academic success and personal development of our students, • An eagerness to set ambitious, challenging, and tangible goals, and a relentless drive to achieve them, • A strong belief in UP Education Network’s mission and core values: Teamwork, Integrity, Growth, Engagement and Resilience, • Bachelor’s degree is required, Master’s degree is preferred, • SEI endorsed and a valid Massachusetts Teaching License in English, 5-8 We know that great staff members directly lead to the success of our students. At UP, your career is shaped by: • Opportunities for immediate impact: UP offers a chance to bring best practices found in high-performing schools to students previously enrolled in struggling schools, and to rapidly unlock the potential of these students., • Talented, mission-driven colleagues: Our staff is enthusiastic, dedicated, and willing to do “whatever it takes” to put every student on the path to college., • Collaboration and teamwork: Staff members collaborate and work closely together on grade-level or content area teams, using data to track student performance as well as guide instructional practice. Powered by JazzHR MRHqRvFJR1

Job DescriptionAbout Medley Learning Medley is a software solution that fosters inclusive, rigorous classrooms. Medley allows a classroom of diverse learners to all access the same grade-level content, with scaffolds designed specifically for multilingual learners and students with disabilities. Teachers control what supports are provided, but Medley does the time-consuming work of scaffolding to match each student's needs. This is AI done right: not creating lots of new low-quality content, but instead adding just-right supports to existing grade-level content. After a successful spring pilot, Medley is expanding to paid district partnerships this fall. We initially built it for 5 million multilingual learners, and are adding support for students with disabilities—ultimately helping 20%+ of K-12 students. Learn more at medleylearning.com. About Workshop Ventures Workshop is a venture studio building and investing in startups in climate and education. Our team of entrepreneurs and operators leverages deep industry insights to identify urgent unsolved problems and supports founders to develop breakthrough innovations. We are led by Eleanor & Chad Laurans, co-founders of SimpliSafe, which they built and scaled into one of the largest home security companies in the country. Eleanor also brings deep education experience, having worked in and around districts for 20+ years, most recently as the CFO of Boston Public Schools. The Opportunity Join as Co-founder & CTO of a mission-driven edtech company with strong early momentum: * Up to $3M in committed funding from Workshop * Working early product actively used in multiple districts * Paying customers and a strong pipeline of interested schools * Deep partnerships with multilingual education thought leaders * Hands-on support from Workshop's team of engineers, product leaders and business partners You'll own significant equity and work alongside the founding CEO to build the technical foundation that becomes Medley's competitive advantage. The Role We're hiring a CTO to build the technical foundation for an AI-first education platform. You'll work directly with the CEO to turn pedagogical practices into scalable systems—building tools that transform how millions of students access grade-level content. You will: * Architect the browser extension and AI systems that deliver real-time scaffolds to students, as well as the teacher and admin-facing management portal. * Own technical strategy and make key architecture decisions. * Reduce LLM costs significantly while maintaining product quality. * Partner with the CEO on product roadmap and priorities. Build observability in the product to understand usage and increase impact at scale. * Build and lead a high-performing engineering team. * Stay current with AI developments and integrate them when they add real value. Required Qualifications * Technical excellence: 10+ years of software development experience with proven ability to architect scalable systems and ship production-grade code * AI & ML expertise: Deep understanding of LLM implementation, optimization, and cost management * Startup experience: Demonstrated experience at a startup or as a founder. Thrives in early-stage, ambiguous environments * Leadership: Can attract, mentor, and retain great engineers * Mission alignment: Passion for education equity and improving outcomes for underserved students Preferred Backgrounds * Technical co-founders or founding CTOs at education or mission-driven startups * Engineering leaders who've scaled products from early traction to significant adoption * AI/ML engineers who've optimized LLM costs and performance at scale * Chrome extension or browser-based application development experience * Full-stack proficiency with deep expertise in at least one area * Product development, management, and/or design experience a plus * Experience delivering student-facing or consumer-facing products at scale Our Tech Stack: Here’s a glimpse of our current technology stack and what you can expect to work with at the start: * Full Stack TypeScript * WXT + TypeScript Browser Extension * React Frontend * Node.js Backend * MongoDB Atlas * AWS - Docker in ECS, S3 * IAC Managed in Terraform * Firebase & GCP services * AI Tools: Anthropic, OpenAI, Gemini, ElevenLabs Why Join Medley * Meaningful co-founder equity: You'll own a significant stake in the business that reflects your role as a true co-founder building the company from the ground up. * Solve hard technical problems: Build AI systems at the intersection of LLM optimization, pedagogy, and scale in one of the fastest-moving areas of technology. * Direct impact at scale: Your work will help millions of students who currently lack adequate support to access the same grade-level content as their peers. * Exceptional backing and support: Workshop provides operational support, go-to-market expertise, and access to education leaders and investors. Workshop's founders are proven entrepreneurs who know how to scale startups successfully. We are committed to creating a diverse and inclusive work environment. We welcome applicants from all backgrounds and experiences. Compensation Range: $175K - $220K

Job Description At Kids In Tech, we believe every child deserves access to quality education, and we are looking for a part-time STEM Program Instructor to help make that happen. If you have a passion for education, technology, and making a difference, this is the perfect role for you. THE BASICS Pay: As a part-time STEM Program Instructor, you will earn $17.55 - $28.50 per hour! Schedule: This part-time position follows the school calendar, running from October 2024 to June 2025. You will work a minimum of two days per week at partner sites during active program weeks, with additional time for lesson prep, data management, and team meetings. Benefits: • • Professional development and networking opportunities in STEM fields, • • Flexible schedule aligned with the school calendar, • • Potential for special projects and growth opportunities YOUR DAY AS A STEM PROGRAM INSTRUCTOR As a part-time STEM Program Instructor, you will lead two cohorts of up to 15 students, meeting twice a week for 60-minute sessions. You will implement the Kids In Tech curriculum, preparing materials for interactive lessons that bring STEM concepts to life. As a near-peer mentor, you will inspire students by showing them how the material connects to their everyday lives and future careers. You will create an encouraging classroom environment where students feel safe to explore, learn, and ask questions. In addition to teaching, you will engage families through monthly outreach to keep them involved in their children's education. You will collaborate with partner sites to align lessons with their educational goals, organize field trips and guest speaker sessions, and track student progress by collecting and entering data. REQUIREMENTS FOR A STEM PROGRAM INSTRUCTOR • • High school student, graduate, or possesses equivalent to a diploma (ideally aged 16 - 24), • • Passion for STEM fields (related club or coursework experience a plus) A LITTLE ABOUT US: Since our first after-school tech club launched in 2016, Kids in Tech has empowered young learners from low-income households to engage in immersive, hands-on STEM education. Our interactive program provides children aged 8 - 14 the skills, education, and confidence they need to improve their technology savvy and thrive as future leaders. Founded on a culture of creativity, collaboration, and a commitment to making a difference, we're not just offering jobs; we're providing meaningful opportunities to make an impactful difference in children's lives! Join us in our mission to transform the future through STEM education and innovation! WE CAN'T WAIT TO HEAR FROM YOU! Join us in making education accessible and exciting for young learners. Apply today with our 3-minute, mobile-friendly initial application and take the first step toward a rewarding experience with Kids In Tech. Job Posted by ApplicantPro

Job Description 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 mission is rooted in providing a world-class education built on high expectations, proven curricula taught with fidelity, and traditional, structured pedagogy. Year after year, Mystic Valley is recognized as one of the top-performing public schools in Massachusetts, New England, and across the nation. Our graduates consistently excel in college and beyond, reflecting the strength of the academic foundation built here. Students at MVRCS attend school for 200 days annually, with a school day that extends 60 minutes longer than most traditional public schools. This additional time allows us to maximize instructional opportunities and further support student success. K–8 Music Teacher The Music Teacher will lead Mystic Valley’s K–8 music program, guiding students through artistic growth, performance, and skill development. Instruction follows the Core Knowledge curriculum and emphasizes performance, composition, and coaching students to reach their full musical potential. Key Responsibilities * Deliver high-quality instruction aligned with the documented curriculum * Design string lessons with clear, measurable objectives that foster student growth * Assess student performance regularly and provide timely progress updates * Collaborate with fellow Specials teachers and communicate effectively with the assigned Assistant Director * Implement the school’s assertive discipline model to create a safe, structured learning environment * Participate in staff meetings, professional development, and school events * Carry out additional duties as assigned by the Assistant Director Qualifications * Bachelor’s degree in Music, Music Education, or a related field (required) * Strong verbal and written communication skills * Proven ability to analyze information, solve problems, and recommend effective solutions * Capacity to build positive, supportive relationships with students, families, and colleagues * Knowledge of state and federal education regulations, school policies, and MVRCS procedures * Demonstrated skill in teaching strings, coaching, and fostering student engagement * Excellent organizational skills to balance multiple priorities * Ability to design and deliver engaging lessons tailored to diverse learners and aligned with school goals * Successful completion of required MTEL exams within the first year of employment Reporting Structure This is a full-time, school-year position reporting to the Assistant Director. Performance is evaluated annually, and appointments are subject to yearly renewal. Equal Opportunity Employer Mystic Valley Regional Charter School is an equal opportunity employer committed to building a diverse and inclusive workplace. We welcome applicants of all backgrounds and experiences. Note: COVID-19 vaccinations are not required for this position. Powered by JazzHR PbNGZxneQo

Job Description *Do you believe that a great instructor can inspire a student to achieve their potential? *Do you want to help more students and parents benefit from a service that makes a difference? *Are you looking for the opportunity to show your employer, your students, and yourself what you’re capable of as a teacher? Collegewise is looking for part-time tutors to instruct high school students in the ACT, SAT, ISEE/SSAT, AP exams, academic subjects, and/or study skills. We’re also looking for instructors to teach GRE and GMAT for grad students. This job is a hybrid role with both in-person and remote meetings. First, a quick introduction Collegewise believes that the college admissions process has spun out of control for high school students and their parents. Since our founding in 1999, we’ve built the nation’s largest college counseling organization with over 60 highly trained counselors injecting guidance, perspective, and occasional cheerleading into the journey to college for the families who join our college counseling programs. But finding and getting accepted to the right colleges aren’t the only areas where kids and parents need good advice. We’ve seen the anxiety that academic and testing performance causes in kids. We’ve seen the resulting obsession when families overestimate the importance of standardized test scores. We’ve seen the literal and figurative prices families pay when their kids’ tutoring and test prep becomes a borderline full-time profession. We think there’s a better way, one with gifted instructors who can unlock potential, a company that tells families the truth, and an ethos that puts prep in its proper place. Now, we’ve built that better way—“Collegewise Academic Services,” the tutoring arm of our company. And we’re looking for the right instructors to join us. What’s the job? As a part-time tutor, you’ll instruct students privately at our offices, and in some cases, online (via Skype, FaceTime, Zoom, etc.). ACT/SAT/AP exam tutors may also do some small group work with students. We’re looking for people who are able to work at least ten hours a week, though the number of hours you’ll be offered will depend on your subjects of expertise and the volume of demand. You’ll be paired with a local Collegewise office with an existing trench of counseling students. We hope that your skills and results will drive additional referrals your way, but you won’t have to shill for students when you’re getting started. We’re not looking for people who equate part-time hours with part-time effort. This is less about the number of hours you work and more about the heart you bring to that work. And that engagement will go both ways here. You’ll have a dedicated manager who’s committed to your success. You’ll be treated like a valuable addition to our team, you’ll be invited to our company holiday party, and you’ll be considered for some of our most iconic annual awards. In fact, some of our most indispensable colleagues are part-timers who have found their place here and now thrive doing their very best work. You’ll work hard, often in the evenings and on weekends when students are available. And you’ll also interact with parents who occasionally present you with customer service challenges. But you’ll have the training and support of your home office, clientele who appreciate your contributions, and the satisfaction of knowing you’re doing important work that helps kids get where they’re hoping to go. Who are we looking for? First, a few basics. You’ll need a four-year college degree and the ability to score in the required percentile for your chosen subjects: • ACT/SAT, Subject Tests, or AP exams: 98th percentile or above in selected subjects if you wish to tutor, • Academic subjects: 95th percentile on the associated Subject Test(s), • We’re looking for someone who makes work a way of life without making it your actual life. Someone who’d rather be challenged by something important than phone it in for something mundane. You want to commit to a calling that matters to you, and you have high expectations of yourself, your job, and your employer., • You believe that great teaching is an art, one that deserves to be nurtured, valued, and put to the best use in helping students., • You are very comfortable relating to teens while simultaneously presenting yourself as a professional to adults. You’re astute, like a smarter, more responsible older brother or sister who remembers life as a teen but also knows the ropes around grown-ups., • You earn a reputation as someone who can be counted on. When you promise you’ll show up, literally or figuratively, you always show up. And you don’t need a list of policies to know you should be on time, prepared, and professional., • You believe that every student has potential and you relish the chance to help them discover it. When a student struggles or a lesson just isn’t resonating, you see it not as a frustration that impedes your progress, but an opportunity to showcase your pedagogy., • You’re comfortable flying solo but you also love lending a hand and being helpful to others. You enjoy success together with a team as much or even more than you do alone. This position pays $50 an hour. We’d like our tutors to start as soon as possible but can adjust the starting dates for the right people. Our part-time tutors can also qualify for health benefits (including medical, vision, and dental) and 401(k) matching after meeting eligibility requirements. What’s the next step? If your interest is piqued, please start by writing us a cover letter. We’re most interested in learning why you want to tutor at Collegewise, and how you help students reach their goals. Like a great college essay, a great cover letter helps us get to know who you really are. You’re more interesting than a generic “insert-name-of-company-here” letter. So please be yourself—smart, thoughtful, and maybe even funny. You might also consider checking out our five tips for job-seekers. If you have questions about the job, first, please make sure you’ve read the above information (as great tutors advise their test-takers, always read the instructions carefully). If you still have questions our ad did not address, please contact . Thanks for reading our post. We’d love to hear from you, but if we don’t, we hope you find the perfect professional fit someplace else. Powered by JazzHR jXgqBzJrfJ

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 Codman Academy is seeking educators who are interested in serving in the role of a Beginning Teacher Mentor. The below job description outlines the purpose, roles and responsibilities of a Beginning Teacher Mentor. This is a stipended position that will be offered to internal and external candidates who meet the qualifications. What is the role of a Beginning Teacher Mentor? All beginning teachers (teachers in their first three years of teaching) should be assigned to a mentor within the opening weeks of school. Mentors provide instructional, social-emotional and logistical support to novice educators, as they acclimate to their new position. What are the responsibilities of a Beginning Teacher Mentor? Mentoring can occur in a one-on-one format or in a group setting. Mentor should check in with the mentee 15-20 hours per year (or approximately 2 hours/month) with increased support at the start of the year, and should include activities including, but not limited to: * Support with understanding the essential role and responsibilities of a new educator in their respective grade level and content area including but not limited to lesson planning, parent/family communication, classroom management and discipline, grading, collaborative planning, and responsibilities related to licensure (if relevant). * Offer culturally responsive mentorship, supporting educators from diverse backgrounds and preparation pathways * Support with lesson planning using High Quality Instructional Materials (HQIM) aligned to Mass Frameworks/CCSS. * Support mentees with unpacking the Standard of Excellent Teaching and planning for the implementation of high leverage instructional practices outlined in the tool, with a focus on those related to tier 1: Crew Culture, Empowering Learning Environment, High Quality Tasks/Work and Student-Centered Learning. * Modeling best teaching and planning practices including observing the mentee’s practice when possible and providing actionable feedback and/or supporting the mentee to observe the mentor’s practice or visit other model classrooms. * Provide support with navigating school and district policies and procedures * Supporting mentees in self reflection, goal setting and professional growth, aligned with district and school licensure and evaluation expectations. Mentor Eligibility Requirements: To be eligible to serve as a mentor, educators must meet the following requirements, as outlined by DESE: * At least 3 full years of experience under an initial or professional license * Serve in the same professional role as the educator (e.g. teacher). * Strong preference will be shown to matching mentors and mentees based on common subject, grade level or program area (secondary teacher, special education teacher, early childhood teacher, etc.) Mentor Training and Support: Codman is responsible for providing mentors with training on their role prior to the start of mentoring and on-going support throughout the year. This year, this will include 3 mentor development meetings outside of contractual hours. Mentors will be required to participate in these trainings to ensure coherence and alignment of mentorship activities across the district. Topics for mentor training and support will include, but not be limited to: * Mentor Role & Responsibilities: * Facilitating regular (at least monthly) mentor-mentee meetings * Supporting reflective practice and goal setting * Observing and providing feedback to mentees * Connecting mentees w/ professional learning, resources and supports * Confidentiality * Effective, culturally responsive practices for supporting mentees * Building trusting relationships and establishing effective communication * Valuing and leveraging mentees’ background and experiences as assets * Supporting mentees professional learning, growth and agency * Grade level content standards and culturally and linguistically sustaining practices, in alignment with our Codman Standard of Excellent Teaching.

Job Description Part-Time Teacher Job Description About APR Academy of the Pacific Rim Charter Public School (APR) is a tuition-free, public charter school offering a rigorous, college preparatory program in Grades 5-12 to 540 students from Boston. For 25 years, APR has empowered diverse learners (90% students of color; 11% English Learners; 25% on IEPs) of all racial and ethnic backgrounds to achieve their full intellectual and social potential through high-quality academic and enrichment programs to promote college and career exploration, cultural immersion, and community service. Our supportive and inclusive community actively counters patterns of inequity through dynamic learning partnerships between staff, students, and families. This work is grounded in the vision that all students graduate with a focused mind and a big heart, having the critical thinking, mastery of academic and social skills and a deep sense of self and others to joyfully pursue post-secondary education, careers, and civic life based on their passions and interests. Our 570+ alumni have a six-year college graduation rate of 70% - double the national average of their demographic peers. About the Position We believe that exceptional student outcomes are the result of excellent teaching and teamwork. Teachers and staff who thrive at APR are driven, passionate educators who love kids, are dedicated to their craft, embrace feedback, and constantly push themselves and their peers to learn and grow. This position will perform a variety of responsibilities, including but not limited to, the responsibilities listed below. Primary Responsibilities Curriculum, Instruction, and Student Assessment • Leading a classroom in which students are affirmed for their brilliance, curiosity and intellect, • Modeling a deep passion, expertise and excitement for content matter, • Designing and implementing standards-aligned courses and curricular units that are rigorous, enriching and foster critical thinking, • Creating a classroom with a strong culture of achievement, through the use of best practices, that promotes student growth and achievement, • Continually providing students with feedback to strengthen their mastery of daily, weekly and unit learning targets, • Collaborating with co-teachers and other specialists to deliver instruction to meet the individual needs of students with diverse learning needs, • Leveraging data to provide students with high impact, targeted and individualized intervention, • Developing students understanding of core values, critical consciousness and social-emotional capacity through APR’s advisory structure, Dragon Circles, • Mentoring 10-15 students, through regular advisory meetings and family meetings, • Developing strong relationships and partnerships with families through regular communication around academic and behavioral successes and challenges, • Maintaining and communicating up-to-date, accurate student grades and progress relative to academic benchmarks, • Actively participating in professional development at the school and individual level including summer Dragon Institute, weekly professional development and individualized coaching sessions, • Engaging in a reflective process to continually strengthen teaching and learning practices, • Performing necessary support duties including (but not limited to) coverage, bus, lunch, and dismissal duties to ensure that students learn and thrive in a safe and supportive school environment, • Embodying our belief that all students can achieve, • Active, regular collaboration and communication with the team to advance APR’s mission, • Committing to continual personal and organizational growth, • Tenaciously fostering the learning of every student, • Embracing diversity and the goals of equity and inclusion The ideal candidate has: • Demonstrated belief that all children can achieve their full intellectual and social potential, • Epitomizes APR’s values in all interactions, • A Bachelor’s degree is required; a Master’s degree is preferred;, • Teachers must either be certified or licensed to teach in Massachusetts or have passed, prior to the end of their first year of employment, the Massachusetts Tests for Educator Licensure (MTEL). This includes a passing score on the Communication and Literacy Skills test and a passing score on the relevant subject matter knowledge test(s)., • Teachers should hold an SEI (Sheltered English Immersion) endorsement or complete this prior to the end of their first year of employment;, • Expertise in and enthusiasm for content area(s); *External and internal applicants, as well as position incumbents who become disabled as defined under the Americans with Disabilities Act must be able to perform the essential job functions (as listed) either unaided or with the assistance of a reasonable accommodation to be determined by management on a case by case basis. For more information, please visit our website at Powered by JazzHR 9XuySwmXcj

Job Description Job Code S1725TF Department Name Thomas Shortman Fund General Admin Reports To Senior Manager, Off-Sites FLSA Status Exempt Union Code N/A Management Yes Location: Massachusetts & Rhode Island About Us: Building Services 32BJ Benefit Funds (“the Funds”) is the umbrella organization responsible for administering Health, Pension, Retirement Savings, Training, and Legal Services benefits to over 100,000 SEIU 32BJ members. Our mission is to make significant contributions to the lives of our members by providing high quality benefits and services. Through our commitment, we embody five core values: Flexibility, Initiative, Respect, Sustainability, and Teamwork (FIRST). By following our core values, employees are open to different and new ways of doing things, take active steps to improve the organization, create an environment of trust and respect, approach their work with the intent of a positive outcome, and work collaboratively with colleagues. The Funds oversees and manages $9 billion of dollars in assets, which are made up of many, varied and complex funds. The dollars come from a number of sources, including the property owners who pay into the funds on behalf of their employees, and as such, requires those who oversee and manage the money to be highly skilled financial management people. For 2025 and beyond, 32BJ Benefit Funds will continue to drive innovation, equity, and technology insights to further help the lives of our hard-working members and their families. We use cutting edge technology such as: M365, Dynamics 365 CRM, Dynamics 365 F&O, Azure, AWS, SQL, Snowflake, QlikView, and more. Please take a moment to watch our video to learn more about our culture and contributions to our members: youtu.be/hYNdMGLn19A Job Summary: Under supervision of the Senior Manager, Off-Sites, the Site Manager (Manager, Off-Sites) is responsible to oversee the administrative operations of the Training Fund and ensures instructional quality across various off-site training programs. This role involves recruiting, coordinating with partner agencies and individual training locations, managing instructional staff, and responding to the needs of union members. Essential Duties and Responsibilities: • Manages performance of training locations and virtual classes in accordance with Training Fund policies, • Acts as liaison with Employers, Union and Educational locations and cultivates new relationships., • Manages the day to day operations of the Satellite Office(s), • Communicates and coordinates with training locations, • Ensures all programmatic rules and regulations are followed, • Notifies Senior Managers of all incidents and takes corrective actions, • Responsible for timely submission of assigned reports, • Ensures all tools, books and supplies are maintained at the proper level of inventory, • Reports staffing needs to Senior Manager, • Manages and enforces the safety of members and staff in classrooms, • Interacts with vendors, repair people and delivery personnel, • Ensures that maintenance and facilities issues are reported to the appropriate individuals, • Keeps supervisors informed of all facility issues (building maintenance, cleaning & security), • Maintains accurate student records and attendance files, • Assists members in locating classes and maintaining their attendance, • Ensures the smooth registration and enrollment of students, • Communicates with department members concerning day to day activities, • Assists members with inquiries on phone and in person, • Knowledge of educational requirements as they pertain to advancing in the property services industry, • Able to travel to multiple sites during class sessions and to NYC for training and quarterly Staff Meetings and other meetings as needed, • Review instructor LMS tasks for completion and accuracy; ensure errors are resolved within one week; monitors acceptable QA score and provides feedback, • Maintain departmental standards on CISCO regarding Login, Ready State and Scorecard (quality monitoring), • Manages completion and accuracy of all Instructor ADP tasks; maintains departmental standards on scorecard, • Works independently to ensure the success of the site, • Locates additional program space, • Attends Union meetings, • Work with Union to designate appropriate building visits to market Training Fund, • Performs other functions as necessary or as assigned by senior management Qualifications (Competencies): • 5+ years experience in program administration, training management, or workforce development, • Experience in property/building services and/or the field of education required, • Strong knowledge of the geographical area and community resources, • Excellent at research and ability to apply information to inform program design/operational decisions, • Excellent communication skills: verbal and written, • Proficiency in Microsoft Office 365 Suite or similar platforms, • Excellent technical and troubleshooting skills, • Experience with Learning Management Systems (LMS) a plus, • Travel Requirement: Willingness and able to travel to various off-site training locations as required. This may include evenings and weekends, depending on training program needs. Soft Skills (Interpersonal Skills): • Detail oriented with excellent organization and analytical skills, • Ability to prioritize work, meet deadlines, manage multiple deadlines, and deliver results, • Good interpersonal and client service skills, • Able to build positive relationships and ensure client satisfaction Education: Bachelor's degree or 2+ years of post-secondary or trade school education required; equivalent experience can be considered Language Skills: Bilingual in English/Spanish required (read, write, and speak) Reasoning Ability: High Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. · Under 1/3 of the time: Standing, Walking, Climbing or Balancing, Stooping, Kneeling, Crouching, or Crawling · 1/2 to 2/3 of the time: Sitting, Reaching with Hands & Arms · Over 2/3 of the time: Talking or Hearing · 100% of the time: Using Hands

Job DescriptionSalary: SMMA is seeking a student intern to join our Information Technology team in 2026. This internship will be 6 months total, from January to June 2026. We offer a fast-paced, team-oriented environment that promotes intellectual and creative growth. The candidate will be encouraged to provide new ideas and share knowledge that will advance the firms mission and his/her professional career. Our IT Department is state-of-the-art: • Windows AD environment, • VOIP network; MS Teams phones, • Lenovo laptops (Thinkpads) running Windows 10 and Windows 11 Key Responsibilities: • Acting as the first responder in our IT team that supports our Windows Hosted Desktops., • Managing the Techteam support group, prioritizing several open cases at one time, • Installing and configuring computer hardware, operating systems and applications, • Talking staff/clients through a series of actions, either in person or over the telephone, • Troubleshooting system and network problems., • Diagnosing and solving hardware/software faults, • Providing computer support, including procedural documentation, • Following diagrams and written instructions to repair a fault or set up a system, • Working continuously on a task until completion (or referral to third parties, if appropriate), • Building successful relationships with end-users, • Assist with testing, evaluating and rolling out new technology Minimum requirements: • Working towards a Bachelor's degree in a related field, • Associate Degree is preferred, • Self-motivation, teamwork, strong communication skills, "can-do" attitude, and the ability to multi-task About the Firm SMMA is one of New England's most unique design firms due to our composition, reputation, and focus. Cambridge-based since our incorporation in 1955, we offer an integrated, multidisciplinary environment driven by collaboration between architects, engineers, technologists, researchers, and industry experts. We focus on building lasting relationships with strategic partners in both the public and private markets. As an employee-owned firm, we believe that good ideas are welcome from anywhere. Our work straddles seven markets; Development, Government, Higher Education, K-12, Life Sciences, Technology and Workplace. Employees work across a wide range of projects and specialisms. We offer a fast-paced, team-oriented environment that promotes intellectual and creative growth. SMMA was founded by MIT and Rensselaer alumni who believed that the balance of architecture, engineering, interiors, and site design afforded clients the agility of a single source of creative and technical expertise. Today, we remain dedicated to this flexible, integrated approach. We are guided by a shared pursuit of design excellence, sustainability, and social responsibility. Company Perks • Mentor-protege program, • Lunch-and-Learns with internal and external speakers Please note: SMMA does not offer H-1B visa sponsorship for this position.

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! Overview: The College Work-Study Program provides jobs for students with financial need. This program is a subsidized student employment program designed to assist students in financing their post-secondary education. Students earn money according to the hours worked and these funds help pay their educational expenses. In order to be eligible for Work-Study, students must document financial need every year by completing the Free Application for Federal Student Aid (FAFSA). Work-study is a need based award that cannot be awarded to a student if the award combined with other resources would exceed the student’s need. Students are awarded funds based on their financial need but are only paid for hours worked. Any unearned funds at the end of the program term are forfeited. Students applying for this work-study position are not guaranteed a position. Work-study earnings are not paid in advance so they cannot be used to pay the direct costs (tuition, books, etc.) of the semester in which they are awarded. Position Summary: The Information Technology Work Study Program at Franklin Cummings Tech (FC Tech) offers opportunities for students to gain real-world experience by providing IT support to the FC Tech community. Student program members work onsite alongside IT support staff, engineers, and managers to answer student, faculty, and staff IT questions and complete IT projects throughout the school year. The purpose of the program is to use a real-world IT environment to provide students with opportunities to strengthen: • Work ethic, professionalism, & confidence, • Communication, collaboration & teamwork skills, • Adaptability & problem-solving skills, • Customer service skills, • Responsibility and accountability, • Technical knowledge of IT hardware, software, workflows, and processes Key Responsibilities: Students help the IT team by providing ongoing, comprehensive (IT) assistance to members of the FC Tech community while receiving mentorship from a FC Tech graduate and exposure to the workings of an IT consultancy. Routine duties may include: • Preparing, deploying, fixing, updating, decommissioning, and recycling FC Tech IT hardware, including servers, workstations, networking, printers, phones, and classroom equipment, • Installing, troubleshooting, maintaining, and supporting FC Tech software applications, • Keeping up-to-date inventory records of FC Tech hardware and software, • Cleaning and organizing classrooms, labs, and equipment, • Answering IT questions and requests from users, • Assisting in completing IT projects, • Other duties as requested Requirements:, • Basic IT knowledge of hardware, software, networking, printing, operating systems (Windows OS knowledge a must), • Ability to work as part of a team, • IT experience in a higher education environment., • Exposure to a team of IT professionals in support, engineering, and management., • Mentorship from a FC Tech computer technology graduate., • $15 per hour for 10 to 20 hours., • This assignment lasts one semester at a time. Students may reapply the following semester., • One IT work study student is accepted per semester., • Please apply online and address your interest to: Taty Timas-Ramos., • To apply, you also need to complete a FAFSA for the 2023-2024 school year. 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.