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Job Description In Cab Instructors Earn Average $100,000 PLUS per Year! Looking to make a meaningful impact in the trucking industry? Bison USA is seeking experienced CDL-A drivers to join our team as In-Cab Instructors (ICIs). Help shape the next generation of drivers while enjoying great benefits and steady work. Compensation: • Up to 80 CPM: 70CPM base PLUS 6-10 CPM instructor premium depending on experience, • Earn average $100,000 plus bonuses per year!, • Earn $1,890 - $2,400 per week, • $3,500 sign-on bonus - we value your experience, • Student Completion Bonus: $500 if student successfully completes 6 months from date of hire., • 2 Weeks Out, Home 2-3 DaysBenefits:, • All ICIs receive new 2027 truck!, • 98% No Touch - Just Drive, • Paid orientation, • Referral program, • 401K, medical, dental, vision, life, and disability, • Employee assistance program, • Flexible spending account, • Disability insurance, • Health savings account, • Vacation BankResponsibilities:, • Provide over-the-road training for new CDL-A drivers with less than six months of experience., • Share a truck with the trainee throughout the training period., • Offer refresher training for experienced drivers and remedial training for those on development plans.Qualifications:, • 3+ years of verifiable, accident-free Class A truck driving experience, • Strong interpersonal and communication skills to inspire and motivate new drivers., • Experience in driver training is preferred but not required—your passion for safety and teaching is what matters most., • Willingness to share truck space with students for up to five weeks at a time., • Completion of a two-day ICI certification class, • Maintain acceptable safety, operations, shop, and training performance, • Attend quarterly ICI meetings, • Continuous training via online sources and in-person classroom eventsBison USA — Where Instructors Matter.

Job Description In Cab Instructors Earn Average $100,000 PLUS per Year! Looking to make a meaningful impact in the trucking industry? Bison USA is seeking experienced CDL-A drivers to join our team as In-Cab Instructors (ICIs). Help shape the next generation of drivers while enjoying great benefits and steady work. Compensation: • Up to 80 CPM: 70CPM base PLUS 6-10 CPM instructor premium depending on experience, • Earn average $100,000 plus bonuses per year!, • Earn $1,890 - $2,400 per week, • $3,500 sign-on bonus - we value your experience, • Student Completion Bonus: $500 if student successfully completes 6 months from date of hire., • 2 Weeks Out, Home 2-3 DaysBenefits:, • All ICIs receive new 2027 truck!, • 98% No Touch - Just Drive, • Paid orientation, • Referral program, • 401K, medical, dental, vision, life, and disability, • Employee assistance program, • Flexible spending account, • Disability insurance, • Health savings account, • Vacation BankResponsibilities:, • Provide over-the-road training for new CDL-A drivers with less than six months of experience., • Share a truck with the trainee throughout the training period., • Offer refresher training for experienced drivers and remedial training for those on development plans.Qualifications:, • 3+ years of verifiable, accident-free Class A truck driving experience, • Strong interpersonal and communication skills to inspire and motivate new drivers., • Experience in driver training is preferred but not required—your passion for safety and teaching is what matters most., • Willingness to share truck space with students for up to five weeks at a time., • Completion of a two-day ICI certification class, • Maintain acceptable safety, operations, shop, and training performance, • Attend quarterly ICI meetings, • Continuous training via online sources and in-person classroom eventsBison USA — Where Instructors Matter.

Job Description In Cab Instructors Earn Average $100,000 PLUS per Year! Looking to make a meaningful impact in the trucking industry? Bison USA is seeking experienced CDL-A drivers to join our team as In-Cab Instructors (ICIs). Help shape the next generation of drivers while enjoying great benefits and steady work. Compensation: • Up to 80 CPM: 70CPM base PLUS 6-10 CPM instructor premium depending on experience, • Earn average $100,000 plus bonuses per year!, • Earn $1,890 - $2,400 per week, • $3,500 sign-on bonus - we value your experience, • Student Completion Bonus: $500 if student successfully completes 6 months from date of hire., • 2 Weeks Out, Home 2-3 DaysBenefits:, • All ICIs receive new 2027 truck!, • 98% No Touch - Just Drive, • Paid orientation, • Referral program, • 401K, medical, dental, vision, life, and disability, • Employee assistance program, • Flexible spending account, • Disability insurance, • Health savings account, • Vacation BankResponsibilities:, • Provide over-the-road training for new CDL-A drivers with less than six months of experience., • Share a truck with the trainee throughout the training period., • Offer refresher training for experienced drivers and remedial training for those on development plans.Qualifications:, • 3+ years of verifiable, accident-free Class A truck driving experience, • Strong interpersonal and communication skills to inspire and motivate new drivers., • Experience in driver training is preferred but not required—your passion for safety and teaching is what matters most., • Willingness to share truck space with students for up to five weeks at a time., • Completion of a two-day ICI certification class, • Maintain acceptable safety, operations, shop, and training performance, • Attend quarterly ICI meetings, • Continuous training via online sources and in-person classroom eventsBison USA — Where Instructors Matter.

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! Requirements: Position Summary: Benjamin Franklin Institute of Technology is looking to hire an electrician to teach postsecondary students the electrical trade. If you like working with students, have 5-years’ experience working in the field, possess journeyman and master licenses, and have a high school diploma or GED then we want to talk with you about this amazing opportunity. We will provide support as you transition into an exciting and rewarding career as an electrical adjunct lecturer.Courses such as Circuit Theory, Electrical Design & Layout, National & Massachusetts Electrical Code, Electrical Machinery, and Low Voltage Systems & Controls provide the technical focus for an associate degree program, but also serve as the educational hours that are required for eligibility to sit for the Massachusetts Journeyman Electrician licensing exam.The Massachusetts Board of State of Examiners of Electricians mandates that this position be filled by an individual who holds either a Journeyman or Master Electrician license in the state of Massachusetts. Other candidates need not apply. A master’s license and some teaching experiences are preferred.Through teaching, participation in institutional initiatives, and pursuing professional development, the faculty member contributes to the mission, outcomes, and strategic plan of the department and the College. Faculty at BFCIT embrace the opportunity to support a diverse group of young people in meeting a range of academic and other challenges to prepare for successful and rewarding careers in technological fields.This role could be part or full time depending on candidate availability. This position will pay $2,322.00 per credit. Key Responsibilities of Part-Time Faculty: • Teach 10 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), 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., • Collaborate with other college departments (academic, student affairs, enrollment, and development) for the mutual benefit of all. All employees of Franklin Cummings Tech are expected to be passionate advocates for students and actively lead and contribute to institution-wide efforts to further improve graduation, retention rates, and career placement of our student body. Furthermore, all staff and faculty across the institution collaborate to support student recruitment, retention, and success. Requirements Qualifications: • Valid Journeyman electricians' licenses in the Commonwealth of Massachusetts., • Five years of industry experience in the electrical field and,, • Strong analytical, organizational, and communication skills, both written and verbal. Preferred Qualifications include: • Valid Master electricians’ licenses in the Commonwealth of Massachusetts., • One-year teaching experience in electrical technology., • An earned associate degree from a recognized college or university with major study in electrical technology, education or a related field. Type of Appointment: A part-time appointment to teach day or evening courses two days a week, that would begin immediately, with expectation of renewal for the following semester on satisfactory performance. Please note: Franklin Cummings Tech is not able to provide visa sponsorship for this position now or in the future. Candidates must be legally authorized to work in the United States on an ongoing basis without sponsorship to be considered for this position at Franklin Cummings Tech. Franklin Cummings Tech is an Equal Opportunity Employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, disability, age, or veteran status.

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 employers’ 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! Summary The Benjamin Franklin Cummings Institute of Technology (Franklin Cummings Tech) is seeking an energetic and enthusiastic lab assistant for Engineering Technology program to assist first semester students with the basic Engineering fundamentals lab assignments. Duties and Responsibilities • Assist Engineering Technology instructors with laboratory activities, projects, demonstrations, and hands-on student work., • Assist and support students during laboratory activities while maintaining a professional and respectful learning environment., • Prepare laboratory equipment, tools, materials, and work areas for scheduled lab activities., • Maintain laboratories and electrical stockrooms in a clean, safe, and organized condition., • Maintain inventory of laboratory equipment, tools, components, and electrical supplies and report items that need to be replaced or reordered., • Demonstrate proper laboratory techniques and the safe and appropriate use of tools and equipment., • Assist with the setup, operation, and storage of laboratory equipment and materials., • Follow and reinforce all laboratory safety procedures and immediately report unsafe conditions, damaged equipment, or accidents to the appropriate instructor or department personnel., • Assist instructors in maintaining an effective and organized laboratory environment., • Perform other laboratory-related duties consistent with the Lab Assistant position, as assigned.Requirements: Education: Bachelor's degree from a recognized college or university with a major study in the field (HVAC-R engineering, energy management, or electrical engineering) that the person will be teaching. Institutional Expectations All employees of Franklin Cummings Tech are expected to be passionate advocates for students and to contribute to institution-wide efforts to improve graduation, retention, and career placement. Staff and faculty collaborate to support student recruitment, retention, and success. The salary for this position is $35.00 hourly. Please note: Franklin Cummings Tech cannot provide visa sponsorship for this position now or in the future. Candidates must be legally authorized to work in the United States on an ongoing basis without sponsorship to be considered for this position at Franklin Cummings Tech. Franklin Cummings Tech is an Equal Opportunity Employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, disability, age, or veteran status.

Job DescriptionCompany Description By working at Harvard University, you join a vibrant community that advances Harvard's world-changing mission in meaningful ways, inspires innovation and collaboration, and builds skills and expertise. We are dedicated to creating a diverse and welcoming environment where everyone can thrive. Why join the Harvard Kennedy School? The John F. Kennedy School of Government at Harvard University is one of 12 graduate and professional schools at the university. Harvard Kennedy School’s mission is to improve public policy and leadership so people can live in societies that are more safe, free, just, and sustainably prosperous. By combining cutting-edge research, the teaching of outstanding students, and direct interaction with practitioners, we have an impact on solving public problems that no other institution can match. When you work at Harvard Kennedy School, you make a difference. Job Description The Chief Research Enablement Officer (CREO) provides strategic leadership and operational oversight for the full research enterprise at Harvard Kennedy School (HKS). Reporting to the Executive Dean, the CREO oversees the core services and functions that support research enablement for HKS faculty, students, and fellows. These core functions include research administration (sponsored awards and compliance), research computing and data services, and library collections, services and programs. Reporting to the CREO are the Executive Director of Research Administration, the Director of Research Computing and Data Services, the Director of HKS Library Services, the Manager of Community Engagement & Special Projects, and the Senior Administrative Coordinator. The position is responsible for aligning these units into a cohesive ecosystem that supports the entire research lifecycle, from discovery and data acquisition to analysis, dissemination, and long-term stewardship. This role, along with its direct reports, supports the teaching, learning, and research mission of the School through collaboration with key areas of the Academic Deans’ Office (ADO). The CREO and their direct reports provide strategic leadership for HKS’ research enterprise and help shape School and University policies and services for research enablement, including library collections, digital scholarship, open science initiatives, data governance, secure computing environments, externally sponsored funding, and research compliance. Together, they ensure that HKS maintains a robust research infrastructure, strong internal controls, and a culture of accountability that supports, rather than impedes, research innovation. As a senior leader, the CREO partners closely with faculty, center directors, and University-wide offices to identify emerging research needs, scale infrastructure, and position the School competitively for large, complex, and interdisciplinary funding opportunities. The role also represents the School in external forums related to research policy, compliance, and infrastructure, particularly in areas such as data security, privacy, and the responsible use of AI in research. The CREO also supports their direct reports in partnering with faculty, research teams, center directors, core departments, and with related University units (i.e., Harvard Library, Office of the Vice Provost for Research, Harvard University Information Technology, Office of Sponsored Programs, Office of the General Counsel). The ideal candidate brings deep experience driving institutional strategy in complex organizations operating under policy and/or regulatory requirements. They also bring a demonstrated ability to integrate diverse operational units into a unified, service-oriented research enterprise. The successful candidate will be a strategic and collaborative leader with the ability to lead organizational transformation, build high-performing teams, and advance research excellence while ensuring effective stewardship of institutional resources and regulatory obligations. Job-Specific Responsibilities: Strategic Leadership & Integration: In partnership with unit leaders, provide executive leadership for HKS research and library services, developing and executing strategic plans that align data and research efforts between the School and University across interdisciplinary and integrated teams. Lead efforts that streamline and strengthen the research ecosystem, further enabling our faculty and their research teams to conduct research. Champion an integrated research enterprise in which faculty, research teams, and research enablement functions work as trusted partners to understand research objectives, proactively address challenges, and develop practical, compliant solutions that support the School's research mission. Serve as a strategic leader and principal advisor to the Executive Dean, Academic Deans, and HKS leadership on data and research computing strategy, analytics, research integrity and compliance, and research priorities. Innovation & Organizational Design: Integrate, build, and strengthen services to support current and future public policy and social science research, teaching, and learning needs. This includes leading efforts to streamline research compliance and research resource access to ensure timely reviews and approvals, allowing researchers to advance their work as quickly as possible, and includes deepening the partnership with Harvard Library to more fully leverage their services to meet the research, teaching, and learning needs of HKS students, faculty, fellows, and students. Research Computing, Data & Governance: In collaboration with HKS CIO, HKS CFO, and University offices, oversee the development and maintenance of shared data warehousing infrastructure, ensuring security, scalability, and efficiency. Facilitate problem-solving with faculty, research teams, and students to ensure academic work can move forward in compliance with FERPA, HIPAA, federal data security regulations such as FISMA, international data privacy laws, and other privacy regulations. Facilitate management of data use and sharing agreements, metadata standards, and protocols for data access, transfer, and release. Facilitate partnerships with researchers to troubleshoot and problem-solve issues, developing practical solutions that support research objectives. Research Compliance & Sponsored Awards: Provide executive leadership and strategic oversight for HKS’ research compliance and sponsored award functions. Ensure these functions are aligned with School and University priorities, integrated across the HKS and Harvard research ecosystem and supported by effective governance, strong internal controls, and collaborative partnerships with Research Computing & Data Services and Library Services as well as with the Office of Financial Services, Academic Deans’ Office, and University compliance functions. Serve as the Research Integrity Officer (RIO) for HKS, partnering closely with faculty and School and University leadership. Teaching & Learning: Lead and coordinate efforts across the School with the Academic Deans’ Office and Degree Programs and Student Affairs to ensure continuity in course support and academic integrity, including leading teams that provide co-curricular and embedded course-delivered content, workshops, and resources that support the pedagogy and learning outcomes of HKS students. Ensure community-oriented and student-focused services are delivered through the HKS Library across physical and digital spaces. Operational Management: Coordinate staffing, budgeting, and resource allocation across portfolio units. Facilitate shared software and data licensing and procurement to reduce costs and improve access to data and analytic tools. Oversee project timelines, deliverables, and quality assurance across all data and research functions. Community Engagement & Communication: Facilitate cultivation of partnerships with HKS research centers, departments, and diverse constituencies across students, faculty, staff, and fellows. Ensure the department’s strategic vision is driven by community needs and informed by assessment. Represent HKS across the University in committees focused on research enablement and compliance. Perform other duties as assigned. Qualifications Basic Qualifications: • Advanced degree required., • Minimum of 10 years of progressively responsible leadership experience in research operations, enablement, or support., • Experience managing complex organizations, programs, or administrative functions, including direct supervision of managers and professional staff., • Demonstrated experience leading change and growth in a highly decentralized, matrixed organization., • Demonstrated experience implementing and managing compliance functions. Additional Qualifications and Skills: • Experience integrating multiple operational units into a unified, service-oriented organization with shared goals, processes, and performance measures., • Design thinking mindset with demonstrated success leading large-scale organizational change, process improvement, or service transformation initiatives with a focus on the end-user., • Demonstrated commitment to service excellence and creating researcher-centered support environments that balance innovation, compliance, and operational effectiveness., • Experience serving as a senior advisor to executive leadership on research strategy, compliance, organizational design, or institutional risk management., • Experience leading organizational units responsible for research enablement functions such as research computing, data services, library services, compliance, externally sponsored funding, and/or related areas., • Demonstrated experience developing and implementing policies, procedures, or operational frameworks in environments subject to regulatory, legal, or sponsor requirements., • Experience collaborating with senior leaders, faculty, researchers, or other subject matter experts in a complex organizational environment., • Deep knowledge of the evolving research landscape, including federal funding requirements, research security, data governance, open science initiatives, and responsible use of artificial intelligence in research., • Experience supporting interdisciplinary research programs and large, complex funding opportunities involving multiple stakeholders., • Strong understanding of research integrity frameworks and compliance requirements, including human subjects research, export controls, research and data security, privacy regulations, and sponsor requirements., • Excellent communication, negotiation, and relationship-management skills, with the ability to influence and build consensus among stakeholders with differing priorities. Additional Information • Visa Sponsorship Information: Harvard University is unable to provide visa sponsorship for this position, • Pre-Employment Screening: Identity, Education, Criminal, Credit, • Other Information: This position is based on campus in Cambridge, MA and required to work in person a minimum of 4 day/week. Work Format Details This position has been determined by school or unit leaders that some of the duties and responsibilities can be effectively performed at a non-Harvard location. The work schedule and location will be set by the department at its discretion and based upon operational needs. When not working at a Harvard or Harvard-designated location, employees in hybrid positions must work in a Harvard registered state in compliance with the University’s Policy on Employment Outside of Massachusetts. Additional details will be discussed during the interview process. Certain visa types and funding sources may limit work location. Individuals must meet work location sponsorship requirements prior to employment. Salary Grade and Ranges This position is salary grade level 062. Please visit Harvard's Salary Ranges to view the corresponding salary range and related information. Benefits Harvard offers a comprehensive benefits package that is designed to support a healthy work-life balance and your physical, mental and financial wellbeing. Because here, you are what matters. Our benefits include, but are not limited to: • Generous paid time off including parental leave, • Medical, dental, and vision health insurance coverage starting on day one, • Retirement plans with university contributions, • Wellbeing and mental health resources, • Support for families and caregivers, • Professional development opportunities including tuition assistance and reimbursement, • Commuter benefits, discounts and campus perks Learn more about these and additional benefits on our Benefits & Wellbeing Page. EEO/Non-Discrimination Commitment Statement Harvard University is committed to equal opportunity and non-discrimination. We seek talent from all parts of society and the world, and we strive to ensure everyone at Harvard thrives. Our differences help our community advance Harvard's academic purposes. Harvard has an equal employment opportunity policy that outlines our commitment to prohibiting discrimination on the basis of race, ethnicity, color, national origin, sex, sexual orientation, gender identity, veteran status, religion, disability, or any other characteristic protected by law or identified in the university's non-discrimination policy. Harvard's equal employment opportunity policy and non-discrimination policy help all community members participate fully in work and campus life free from harassment and discrimination.

Job DescriptionBenefits: • 401(k), • Health insurance, • Paid time off, • Dental insurance, • Tuition assistance, • Vision insurance About the Role: Join KINDERNEST MONTESSORI SCHOOL as a Montessori Lead Teacher for children aged 3-6 in the vibrant community of Newtonhighland, MA. This role offers an exciting opportunity to inspire young minds through the Montessori method while fostering a nurturing and engaging learning environment. Responsibilities: • Develop and implement individualized lesson plans that align with Montessori principles., • Guide and support children in their learning and personal development., • Maintain a safe, clean, and organized classroom environment., • Communicate regularly with parents about student progress and classroom activities., • Facilitate group activities that promote social skills and teamwork., • Observe and assess student performance to tailor educational approaches., • Collaborate with fellow educators to enhance curriculum and teaching strategies., • Participate in professional development opportunities to stay current in Montessori education.Requirements:, • Montessori Early Childhood credential (AMI, AMS, or MACTE strongly preferred) EEC, • Teacher or Lead Teacher certification (or in progress), • Experience working with ages 3 to 6 and a calm, positive, professional teaching presenceAbout Us: KINDERNEST MONTESSORI SCHOOL providing high-quality Montessori education to young learners. Our dedicated staff and innovative curriculum create a warm, supportive atmosphere where children thrive, making us a beloved choice for families and educators alike.

Job Description Join Our AoPS Academy as a Teaching Assistant! Are you enthusiastic about supporting student learning and helping create an engaging, collaborative classroom environment? We have the perfect opportunity for you! The AoPS Lexington Academy in Waltham, MA is hiring part-time Teaching Assistants (TAs) with strong math and language arts skills to support our campus during the academic year. As a TA you may grade assignments, host regular office hours, and run on-demand 1-1 tutoring sessions. This is an excellent opportunity for individuals who want to work with motivated younger students and contribute to the AoPS Academy community. This is a part-time VIRTUAL position for the 2026–2027 Academic Year, Monday from 6:30 PM to 8:30 PM ET. While this is a virtual position, candidates must reside in MA. Our TAs contribute greatly to the success of our students and are an integral part of our Academy family. This may be a great fit for you if you enjoy interacting with students, guiding them as they work through challenging math and language arts problems, and helping them feel more confident about math and language arts concepts. Academic year TAs work well independently and support students outside of their regular AoPS class time. TAs typically work with students from various classes/levels to assist with homework and help students understand material they missed or may need further guidance on. Visit our Course Catalog to see more details regarding all of our class offerings. The Teaching Assistant will: • Host weekly office hours and on-demand tutoring sessions for students., • Work with students individually or in small groups., • Provide exceptional feedback on graded assignments., • Collaborate with instructors and full-time staff on student and classroom needs., • Other duties as assigned. The ideal candidate has: • Must be 16 years old or older, • Possess strong math and language arts skills with the ability to help students navigate advanced concepts, • Ability to work well independently with little supervision, • Experience with/interest in working with younger students strongly preferred, • Exceptional written and spoken communication, • Positive and encouraging attitude that helps students feel comfortable asking questions, • Detail-oriented and organized, • Familiarity with the AoPS curriculum is not required, but a plus Not Required: • Prior teaching experience or education coursework is not required for this position. Location & Schedule: • 2026–2027 Academic Year | Aug. 31, 2026 – Jun. 13, 2027, • Although this is a virtual position at our Lexington campus location, candidates must be located in Lexington or the greater area and must be able to commute to our campus as needed to pick up teaching materials, proctor tests, etc., • AoPS Academy is an afterschool program with classes in the evenings and on weekends, so candidates must be available to work during weekday after-school hours and/or on weekends., • We are currently hiring someone who can work Sunday - Thursday between 6:30 PM - 8:30 PM ET via Zoom. We ask that candidates be available to teach at least three days of these five shifts DayTime (ET)Monday6:30 PM - 8:30 PM Campus Location: • Our Lexington Campus is located at 1088 Lexington St, Waltham, MA. 02451 Why Join AoPS: • Compensation: 17.50 - 18.06/hour, • Impact: Directly support advanced student learning by providing one-on-one assistance and helping students grasp complex concepts in an engaging summer camp environment, • Culture: Join a collaborative team focused on fostering critical thinking and academic curiosity while creating a supportive learning environment for motivated students, • Benefits: Paid sick leave, employee discounts on classes and programs, • Future Planning: 401(k) retirement plan with company matchAbout AoPS Academy, • AoPS Academy is a year-round educational enrichment program., • Since 1993, AoPS has prepared hundreds of thousands of students for college and career success through engaging curriculum, expert online instruction, and local, in-person academies., • AoPS Academy is a program of Art of Problem Solving, a global leader in K–12 advanced education. AoPS Academy brings the AoPS methodology to small live physical and virtual classrooms. We offer a world-class curriculum in math, science, and language arts for students in grades 1-12, creating an environment where exploration meets challenge, right in your local neighborhood. Students learn in small classes led by accomplished instructors and collaborate with a peer group who share their passion for learning., • We have opened 20+ academies across the nation since 2016 and are still growing! In order to be considered for this position you must be legally authorized to work in the US. We are unable to offer sponsorship, including STEM-OPT and H-1B.

Job DescriptionOrganization Overview Excel Academy is a network of 5 schools in Massachusetts and Rhode Island that prepares students in grades 5-12 to succeed in high school and college and engage productively in their communities. The majority of our 1,700 students identify as Latinx or Hispanic and will be the first in their families to graduate from college. Families choose Excel because our students consistently outperform their peers in growth and achievement and are 5x more likely to graduate from college. At Excel, we believe that every student—regardless of race, zip code, or economic status - deserves access to a free, high quality holistic education. During their middle school journey with us, students grow at a pace faster than most peers in their state. This is possible through a combination of high expectations, rigorous instruction, and individualized support. At our nationally ranked high school, students achieve at the highest level and are poised for success in their chosen college or career path. About our Team Everyday, our team members choose to be positive, drive their own growth, uplift one another, and hold the highest possible beliefs for what students can achieve. About the Role The Dean of Culture will lead initiatives related to student culture and ensure that students are supported to achieve academically while developing as young people. The DOC also serves as the leader of the school’s core behavior and character education systems and programs. Starting Salary & Start Date: $74 - $123k, commensurate with experience. The ideal candidate would start in August 2026. Your Impact • Proactively plan and execute systems to drive positive student behavior and create an academics-focused culture of achievement:, • Proactively train key constituents in Excel’s approach to culture and behavior systems, • Develop and teach New Staff Orientation lessons, • Lead workshops during All-Staff Summit, • Support grade level leaders in their work planning and executing student orientation, • With the school admin team, develop and deliver parent orientation sessions, and conduct follow-up meetings, • Empower teachers to drive positive student outcomes, • Provide feedback to staff members in their classroom management during break, lunch, Focus, and instructional time, • Build strong relationships with staff members; seek feedback and provide feedback, • Ensure a cycle of communication with teachers following referrals, • Maintain a public presence throughout the school day, • Plan, oversee, and execute designated programming:, • Oversee school-wide intervention and incentive programs Respond to issues relating to behavior or discipline:, • Serve as a parent contact for student disciplinary issues and concerns, conferring with Head of School and teachers as needed., • Manage daily attendance and uniform referrals, • Manage “Dean’s office traffic” from 7:30 – 8:20 am, including processing uniform referrals and late students, • Communicate updates on students to staff in a timely manner, • Monitor attendance of frequently-absent students; provide regular updates to administrators, • Communicate with families and/or create attendance contracts, as needed Support effective execution of student interventions and supports:, • Serve as a member of the Student Support team, • With student advisors, develop, execute and/or oversee individualized interventions and supports for particular students as needed Serve as a productive member of the Administrative team:, • Provide morning and afternoon coverage as specified by the team, • Drive school improvement through participation in quarterly strategic planning cycles and data analysis, • Write, revise and finalize school manuals annually, • Meaningfully participate in weekly administrative meetings and weigh in on school wide decision making Serve as a productive member of the Excel Community:, • Participate in generating and upholding Excel Staff norms, • Provide coverage when needed, • Follow the appropriate protocol when absent to request coverage, • Serve as a member of a GLT and homeroom team:, • Meaningfully participate in Friday meetings, school PD and family conferences, • Do whatever it takes to ensure the mission of the school is fulfilled Qualifications, • A Bachelor’s degree required, Master’s degree preferred;, • A minimum of two years teaching experience in an urban public school or charter school setting preferred;, • A commitment to and belief in all students and the mission of Excel Academy Charter Schools, including Excel’s values and educational model;, • A commitment to addressing racial and economic inequity in education;, • The ability to focus and thrive in a fast paced, entrepreneurial environment;, • The ability to work effectively in a team environment and the willingness and desire to support others in doing their best work; and, • An openness to change, a willingness to problem-solve, and an interest in receiving feedback for continuous improvement; and, • And can speak to their personal investment and commitment to antiracist education and diversity, equity, and inclusion in our school community and beyond. Mission Alignment, • You share a commitment to and belief in all students and the mission of Excel Academy Charter Schools, including Excel’s values and educational model;, • You are committed to addressing racial and economic inequity in education;, • You work effectively in a team environment and have a willingness and desire to support others in doing their best work; and, • You are open to change, are willing to problem-solve, and seek feedback for your own professional growth and improvement. Preference will be given to applicants who share points of intersection with our students, such as speaking Spanish, Portuguese, Arabic, or a language commonly spoken by our students and families at an advanced level, being first generation college graduates, or having grown up low-income.

Job Description The Director is responsible for overseeing the daily operations of the school and ensuring a safe, nurturing, and high-quality environment for children, families, and staff. This is a full-time position, the hours are 8am-5pm Monday through Friday! Responsibilities • Oversee daily school operations, classrooms, and staffing., • Hire, train, support, and supervise teaching staff., • Maintain compliance with state licensing requirements and school policies., • Support teachers with curriculum, classroom management, and professional development., • Build positive relationships with children, families, and staff., • Communicate with families regarding school policies, concerns, and updates., • Manage enrollment, waitlists, and classroom capacity., • Maintain accurate student and staff records., • Ensure health, safety, and supervision standards are consistently followed., • Address staffing, parent, and operational concerns in a timely and professional manner., • Work closely with ownership/administration to support the growth and success of the school. Qualifications • Bachelor's degree in early childhood education, Education, Child Development, or a related field preferred., • Previous experience working in an early childhood education setting., • Previous leadership, supervisory, or administrative experience strongly preferred., • Knowledge of early childhood development, classroom practices, and developmentally appropriate practice., • Familiarity with state childcare licensing regulations and requirements., • Strong communication, organization, and problem-solving skills., • Ability to lead and motivate a diverse team of educators., • Ability to remain calm, professional, and solution-oriented in challenging situations., • Strong interpersonal skills and the ability to build positive relationships with children, families, and staff., • CPR/First Aid certification or willingness to obtain., • Must meet all applicable state licensing requirements for the position.

Job DescriptionBenefits: • 401(k), • Opportunity for advancement, • Training & development About the Role: Boston's Bridge To Excellence Inc. is looking for a passionate and dedicated Lead Teacher/Site Coordinator to join our team in Hyde Park, MA! In this dynamic dual role, you'll have the opportunity to inspire young learners while helping to lead and coordinate a thriving educational program. If you're driven by making a real difference in your community, we want to hear from you! Responsibilities: • Plan, develop, and deliver engaging, age-appropriate lesson plans and curriculum, • Supervise and mentor classroom staff, volunteers, and teaching assistants at the site, • Monitor and assess student progress, providing individualized support as needed, • Oversee daily site operations, ensuring a safe, structured, and positive learning environment, • Communicate regularly with parents, guardians, and community stakeholders, • Maintain accurate student records, attendance logs, and program documentation, • Coordinate program activities, events, and scheduling in alignment with organizational goalsRequirements:, • Bachelor's degree in Education, Child Development, or a related field preferred, • Prior experience in a lead teaching or site coordination role, • Strong classroom management and instructional skills, • Ability to supervise, coach, and motivate a team of educators, • Excellent organizational, communication, and problem-solving skills, • CPR/First Aid certification (or willingness to obtain), • Passion for youth development and community-based educationAbout Us: Boston's Bridge To Excellence Inc. is a community-focused organization dedicated to empowering youth through high-quality educational programming in the Hyde Park area of Boston, MA. Our programs are built on a foundation of academic support, enrichment, and mentorship that families in the community trust and rely on. Our team is passionate, collaborative, and committed to building brighter futures — one student at a time.

Job Description SY 26-27: Associate Teacher MISSION Bridge Boston Charter School is an inclusive and joyful community that combines a dynamic academic and social-emotional learning program with an innovative full-service model in order to meet the needs of the whole child and ensure our Scholars can achieve their greatest potential in high school and beyond. VISION In collaboration with our families and community partners, we shape curious, creative, and resilient 21st-century Scholars who are equipped to make a bold difference in our world. OVERVIEW Bridge Boston Charter School is a tuition-free, K1-8 public school serving 335 students in Roxbury, Massachusetts, and the surrounding community– many of whom have experienced social, emotional, and developmental barriers to learning. Bridge Boston’s robust social-emotional program is designed with an eye to supporting students who have experienced trauma in their homes and communities. CORE VALUES Joy: We try to bring a positive energy to everything we do and create opportunities to celebrate our individual and collective success. Achievement: We strive for excellence and hold each other and ourselves accountable to the highest of standards. Generosity: We look for opportunities to help one another and lift up other members of our community. Unity: We are one team and resolve our differences respectfully so we can move forward as a united front. Acceptance: We strive to create an inclusive and welcoming community where everyone feels known and valued. Resilience: We confront challenges and adversity head-on and never, ever give up. Bridge Boston also has a Foundation Board that is a 501c non-profit for fundraising to support the school. Learn more about Bridge Boston here. THE POSITION Reporting to the DCI: K1-1 or DCI: 2-4, a BBCS Associate Teacher will support the lead teacher in his/her efforts to ensure the academic and social emotional growth of all students in the classroom. The precise grade assignment for this position has yet to be determined and will depend on the qualifications and background of the person to be hired as well as the staffing needs of the school. Specifically, they will be responsible for: Instructional Responsibilities • Become familiar with the curriculum and lesson plans in order to provide students with academic support, • Collaborate with the DCI, Senior Director of Academic Support, Assistant Principal and Lead Teachers to identify students who require small group intervention, • Plan daily small group lessons in ELA or Math using data and intervention resources, • Work with students individually or in small groups when intervention is required, • Cover for lead teachers in the event of an absence, based on sub availability and Director assignments Classroom Culture & Management Responsibilities • Maintain and support the high standards of student behavior set by the lead teacher in order to achieve optimal learning, • Adhere to & promote Bridge Boston’s MTSS expectations, JAGUAR values and social/emotional learning policies, • Monitor lunch, recess, and hallway transitions Professional Development Responsibilities • Participate in grade level, division level, and school-wide professional development as directed by school administration, • Maintain professional competence through participation in additional in-service activities and other learning opportunities and/or self-selected professional growth activities Additional Responsibilities • Communicate with Lead teachers, parents, administration, and colleagues in a timely, consistent manner, • Partner with the Culture Team, Special Education, and English Language Learning departments to leverage supports that will advance the individual needs of students, • Submit behavior and academic reports in a timely manner, • Adhere to Bridge Boston schoolwide protocols, policies, and regulations, • Participate in required family engagement activities such as parent-teacher conferences, parent-admin dinners, school music concerts, and student awards programs, • Perform other related duties as assigned by Division/Department Leader QUALIFICATIONS • BA or BS required, • Prior experience serving in an urban school setting preferred, • Demonstrated cultural competence and sensitivity; belief in the value of diversity, • Clear willingness to make and learn from mistakes, • Ability to be flexible with a variety of tasks and desire to work in a fast-paced environment, • Adaptive, flexible, and resourceful problem solver, • Have a “self-starter” and team player attitude – working to address and resolve issues with a team focus, • Willingness to hold students accountable for meeting high expectations in academics and behavior, • Detail-oriented and organized, • Strong work ethic and sense of urgency COMPENSATION Salary Range: See our teaching salary scales here TO APPLY The review of applications will begin immediately and will continue until the position is filled. Interested applicants should apply for jobs via the “career” page of our website: https://www.bridgebostoncs.org/careers. Should you have questions about the process, please email Human Resources at hr@bridgebostoncs.org. If you are a qualified individual with a disability or a disabled veteran, you may request a reasonable accommodation if you are unable or limited in your ability to access job openings or apply for a job on this site as a result of your disability. You can request reasonable accommodations by contacting Human Resources at hr@bridgebostoncs.org 857-229-1601. Bridge Boston is proud to be an Equal Employment Opportunity workplace. We celebrate diversity and are committed to creating an inclusive environment for all employees. We do not discriminate based on race, religion, color, national origin, gender (including pregnancy, childbirth, or related medical conditions), sexual orientation, gender identity, gender expression, age, status as a protected veteran, status as an individual with a disability, or other applicable legally protected characteristics. Powered by JazzHR Tr68byEnTI

Job Description Welcome to Conservatory Lab Charter School- a community that stands out in Massachusetts: The ONLY charter school designated a “School of Recognition” by DESE based on SY22/23 growth metrics across all subgroups. A finalist for the Pozen Prize in 2019, awarded for strong student growth. An “El Sistema-inspired” program, where students have music class every day and learn a wide variety of instruments. An EL Education school where project-based learning, social-emotional development, and rigorous academics are woven together for powerful outcomes. A place where students implicitly learn to uplift each other, persevere, and cooperate through their experiences in music as well as academic classes. Come join our community and be part of a unique, dynamic team committed to holistic excellence in urban education! Mission: Conservatory Lab Charter School empowers a diverse range of children as scholars, artists, and leaders through a unique and rigorous academic and music education. We enrich the larger community through performance, service, and collaboration. As a laboratory school, we develop and disseminate innovative educational approaches that will positively impact children in other schools and programs. Conservatory Lab Charter School seeks individuals who are passionate about supporting students to meet their full potential. We seek motivated, insightful individuals who are excited to collaborate with content teachers to plan and implement learning experiences that advance the intellectual, social, emotional and physical development of students. The ideal candidate will help to support a unique school culture and develop skills to support students through professional development, and coaching. Conservatory instructional support assistants work in teams with lead teachers to provide instructional and social-emotional support within the classroom. The School provides professional development integrated into the schedule every Wednesday to advance instructional practices and monitor student progress. The CLCS Instructional Support Assistant is an individual with excellent classroom management skills. The ideal candidate is flexible and can adjust to the changing demands during the SY20-21 school year. The candidate should be comfortable in the classroom and able to adapt to a remote learning environment as necessary. The candidate should be proficient working with technology and familiar with some online teaching tools. Essential Duties and Responsibilities • Partner with lead teacher to support optimal learning environment for students, • Work as co-teacher/teaching assistant within the classroom, • Implement the lead teacher’s lesson plans, • Reinforce lessons presented by teachers by reviewing materials one on one or in small groups, • Enforce school and class rules and routines to help students maintain scholarly behavior, • Assist lead teacher with record keeping, • Lead small group and individual instruction using identified scientific, research based interventions focused specifically on individual student difficulties, • Maintain records of interventions and progress monitoring to insure fidelity of implementation, • Support individual students in maintaining on task behaviors, • Collaborate with grade level special educators to implement supports and accommodations for individual students, • Assist the lead teacher in maintaining two way communication with families, including attending team/parent meetings as required, • Provide input to individual student success plans, • Assist with universal screening of students, • Utilize tracking systems to maintain lists of students participating in interventions, • Supervise student groups as assigned by the schedule, • Support students in successfully transitioning while maintaining, • Assist teacher with maintenance of classroom environment, including preparation for lessons and breakdown of activities, • Assist with administrative duties including but not limited arrival/ dismissal, lunch and recess., • Utilize feedback to reflect on skills and improve performance to improve supports for students, • Substitute for classroom teacher during meetings, professional development as needed, • Supervise assigned lunch and recess duties, • Perform related duties as requested to support a safe learning environment, • Other duties as assigned CLCS Job Description: "This is a full-time, on-site position." Job Requirements • Qualifications Required • 2 years of college, • Experience working with children, • Ability to work closely and collaborate on a professional team, • Ability to maintain confidentiality, • Strong oral communication skills, • Flexible and able to work in a fast paced, highly demanding environment Preferred • Bachelor’s degree, • Early Childhood, Elementary, ESL or Special Education degree, • Bilingual - Spanish, Haitian Creole, Cape Verdean CreoleSalary commensurate with experience Required Documentation Upload: 1. Resume: Please submit an updated copy of your resume, highlighting your relevant experience, skills, and achievements., 2. Licensure: If applicable to the position, we require a copy of your current professional licensure. Ensure that the license is valid and in good standing., 3. Degree: Kindly provide a copy of your highest educational degree relevant to the position.

Job DescriptionDescription: Who We Are: This is a work-study position for current students at Franklin Cummings Tech. 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 Massachusetts. The college was seeded in 1791 with funds from the estate of Benjamin Franklin given to the City of Boston to proliferate access to apprenticeship and entrepreneurship. Today, that legacy has evolved into an accredited college that delivers accessible tech and trade education to level the playing field for aspiring talent. With a mission to deliver transformative technical and trade education that leads to economic advancement, Franklin Cummings Tech offers a unique mix of certificates and degrees that appeal to enterprising students from Eastern Massachusetts and respond to employer 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, helping to spur incredible growth in the past four years. Franklin Cummings Tech educates more than 1,000 learners annually across three student types: 1) certificate and degree seekers, 2) continuing education enrollees, and 3) early college students. As evidence that our mission holds resonance student enrollment is up and Fall 2027 applications have soared 16% year over year. We seek optimistic, data-informed, and dedicated colleagues who are eager to increase student success outcomes and boost total enrollment to 1,500 learners by 2030. Join us in this mission-driven work! Position Summary: The Teaching Assistant of CS105: Network Communication and Security Fundamentals for CompTIA Security+ preparation supports both the class instructor and students as they prepare for the certification exam. Responsibilities include assisting the instructor, helping create practice test questions, supervising students during the in-person practice tests, and correcting their answers. The Teaching Assistant, who has already earned the Security+ certification, also provides tutoring and study strategies. This role fosters collaborative learning, strengthens exam readiness, and helps students build confidence in taking the CompTIA Security+ certification exam. Essential Functions and Responsibilities: · Meet with students one-on-one or in small groups, in person to provide support for CompTIA Security+ exam preparation. · Assist the instructor in preparing practice test questions, supervising students during practice tests, reviewing and correcting their answers, and having a 30-minute one-on-one meeting with the course instructor each week. · Maintain clear and effective communication with students regarding their progress, upcoming sessions, and any questions or concerns. · Coordinate and schedule tutoring sessions with individual students or groups. · Share contact information with students to facilitate communication in case a session needs to be missed or rescheduled. · Wait at least 15 minutes for students to arrive for scheduled tutoring appointments. · Explain, break down, and simplify cybersecurity concepts to enhance student understanding. · Complete and submit weekly timesheets to the supervisor in a timely manner. Requirements: Required Qualifications: · Currently enrolled student at Franklin Cummings Tech · Must maintain good academic standing (a cumulative grade point average (GPA) of 2.0 or above). · Work a minimum of 2 days a week between 9am-3pm with some shifts as needed. · Should have passed the CompTIA Sec+ exam · Must complete the entire Free Application for Federal Student Aid (FAFSA) · Must demonstrate financial need and indicate your interest in the work-study program · Must be currently enrolled in enough credit hours at Benjamin Franklin Cummings Institute of Technology to qualify for the Federal work-study program. 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. Students are required to work 10 hours a semester in a capacity that serves the community or supports literacy. Required Knowledge, Skills, and Abilities: • Strong communication skills, both written and verbal, • Ability to work independently and manage time effectively, • Reliable, detail-oriented, and organized, • Technical proficiency with MS Word, Excel, and other common office tools, • Curiosity and continuous learner, • A positive, "can-do" professional demeanor Physical Requirements: Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential functions of the position. The hourly wage for this position is $17.00 hourly. Equal Opportunity Employer: BFIT 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 DescriptionThe Children's Center of Brookline is seeking experienced educators with EEC certification to join our team this Summer! This position works alongside a creative and experienced team of educators which includes, three full time team-teachers as well as 1-2 student teachers/interns. This is a full time (32-40 hours a week, 5 days a week) position. The ideal candidate will: • Be at least EEC teacher certified, Lead Teacher certified preferred., • Have at least two years of classroom teaching experience with children ages 1yrs-5yrs., • Have a solid foundational understanding of Child Development., • Be committed to classroom management that prioritizes co-regulation., • Be passionate about classroom design., • Be eager to curate an indoor and outdoor classroom(s)., • Be passionate about child-led play and inquiry., • Be comfortable working outdoors in all kinds of weather., • Be ready to work on a diverse team dedicated to collaboration, inclusivity and professional growth!, • Be willing to work with different age groups on set schedule., • Be interested in modeling best practices for staff new to the field., • Be confident in your abilities and willing to grow your own teaching practice., • Will be available work as early as 7:30am and as late as 4:30pm over the course of the week Knowledge of the below is NOT required, but is a huge PLUS: • Reggio-inspired learning strategies., • Forest school/Nature school outdoor education., • Risky play., • Trauma-informed classroom management., • The project approach. TCC offers: • A team-teaching, cooperative work environment with low student: teacher ratios (1:6, 5:20)., • A workplace that values teachers, students, and prioritizes planning and prep time., • Opportunities for creativity and ownership over your learning and teaching spaces. Our program draws inspiration from a variety of research-based philosophies including the work of the Reggio-Emilia schools in Italy, Waldorf Education, Montessori Education, and spends the majority of our day outdoors in our well-appointed outdoor classrooms in all kinds of weather. Job Details: • The ideal candidate will be comfortable supporting students with a variety of needs and has an awareness of or willingness to integrate trauma-informed teaching into their everyday interactions with students both in a group and one-on one., • This position does include shared day to day tasks including bathrooming, diapering, classroom maintenance, cleanliness, etc., • This position includes preparing documentation, accurately completing child learning assessment and facilitating two annual parent-teacher conferences per year., • This position includes curriculum delivery, planning, curating play spaces and presenting materials in a meaningful way., • This position includes facilitating circle, sing-a-longs, Storytimes and community meetings., • This position also requires continuity, confidence and the ability to model best practices in the field of early childhood education to student teachers, interns, and faculty with a wide and varied range of prior experience., • The Children's center of Brookline adheres to the standards set forth by the Massachusetts Department of Early Education and Care (EEC) and draws inspiration from a variety of child-centered philosophies, such as NAEYC, Waldorf, Reggio-Emilia Inspired, Montessori and Project-based pedagogies. The Children's Center of Brookline offers a full range of benefits for full-time employees (32+ hours a week) including paid Medical, Dental, Disability and Life Insurance, 401k with matching, as well as generous Paid Time Off (6-8 weeks annually) and protected plan time (2-6 hours per week). The Children’s Center is a year-round program. Though this position is intended to begin in August 2026, we would be open to an earlier start for the right candidate!

Job DescriptionThe Children's Center of Brookline is seeking an experienced educator with EEC certification to join our team as our Atelierista (Art and Sensory Teacher). This position works alongside a creative and experienced team of educators which includes, three full-time team-teachers as well as 1-2 student teachers/interns. This is a full time (32-40 hours a week, this can be a 4 or 5 day a week) position, and includes a designated classroom and studio space, as well as daily care of the children within a teaching team. The ideal candidate will: • Be willing to work at least 6 hours per day between the hours 8am and 5pm., • Be at least EEC teacher certified, Lead Teacher certified preferred., • Have at least two years of classroom teaching experience with children under 5., • Have at least one year of experience teaching and/or creating open-ended art., • Have a solid foundational understanding of Child Development., • Be committed to classroom management that prioritizes co-regulation., • Be passionate about classroom design, Reggio-inspired pedagogies., • Be eager to curate a processed based, visually engaging and organized studio., • Be passionate about process art and documentation!, • Be comfortable working outdoors in all kinds of weather., • Be ready to work on a diverse team dedicated to collaboration, inclusivity and professional growth! Knowledge of the below is NOT required, but is a huge PLUS: • Reggio-inspired learning strategies., • Forest school/Nature school outdoor education., • Risky play., • Trauma-informed classroom management., • The project approach., • Art Education., • Emergent Curriculum. This schedule includes a 45-minute paid break daily, a minimum of 2 hours of protected plan time weekly* (up to 6 hours of plan time per month can be completed from home), an additional 2 hours per month of team-meeting time, an additional 2 hours per month of paid ALL Staff meeting time TCC offers: • A team-teaching, cooperative work environment with low student: teacher ratios (1:6, 5:20)., • A workplace that values teachers, students, and prioritizes planning and prep time., • Opportunities for creativity and ownership over your learning and teaching spaces. Our program draws inspiration from a variety of research-based philosophies including the work of the Reggio-Emilia schools in Italy, Waldorf Education, Montessori Education, and spends the majority of our day outdoors in our well-appointed outdoor classrooms in all kinds of weather. This position would design and maintain an indoor art/sensory studio-classroom, as well as our mud kitchen and small world play areas in our outdoor classroom. This position would spend equal teaching time both indoors and out! Job Details: • This position does include shared day to day tasks including bathrooming, diapering, classroom maintenance, cleanliness, etc., • This position includes preparing documentation, accurately completing child learning assessment and facilitating two annual parent-teacher conferences per year., • This position includes curriculum delivery, planning, curating play spaces and presenting materials in a meaningful way., • This position includes facilitating circle, sing-a-longs, Storytimes and community meetings., • This position includes behavior management that prioritizes meaningful connections and prioritizes predictable routines., • This position also requires continuity, confidence and the ability to model best practices in early childhood education to student teachers, interns, and faculty with a wide and varied range of prior experience., • The Children's center of Brookline adheres to the standards set forth by the Massachusetts Department of Early Education and Care (EEC) and draws inspiration from a variety of child-centered philosophies, such as NAEYC, Waldorf, Reggio-Emilia Inspired, Montessori and Project-based pedagogies. The Children's Center of Brookline offers a full range of benefits for full-time employees (32+ hours a week) including paid Medical, Dental, Disability and Life Insurance, 401k with matching, as well as generous Paid Time Off (6-8 weeks annually) and protected plan time (2-6 hours per week). The Children’s Center is a year-round program. The ideal candidate will be ready to start in Mid-to late August, 2026.

Job DescriptionAbout Togetherhood At Togetherhood, we’re building something special: a vibrant marketplace where passionate educators meet schools and communities hungry for enrichment. Whether it’s arts & crafts, basketball, breakdancing, chess, or STEM, we match talented instructors with opportunities to share their skills and spark joy in the next generation. Our mission is simple but powerful: “to infuse every community with high quality enrichment and education.” We're here to support you in sharing your craft, your voice, and your passion with kids who are ready to learn and grow. If you're a dynamic instructor who loves what you teach and why you teach it, we'd love for you to be part of Togetherhood. What You'll Do As a member of our network, you will be matched with opportunities to teach Fashion, Sewing, Crochet, or Embroidery to K-12 students at schools, buildings, and communities across Boston. These teaching opportunities will be for terms that could last anywhere from 6 weeks to 18 weeks. As an after school instructor, you'll have the following responsibilities: • Develop age-appropriate Fashion, Sewing, Crochet, or Embroidery curriculum for after-school students, • Lead weekly in-person classes with enthusiasm and expertise, • Establish a well-structured and lively classroom that keeps students engaged, • Foster a positive, supportive, and encouraging learning environment for students of varying skill levels, • Build connections with students in a warm and inclusive environment, • Track student growth and offer positive, helpful feedback, • Arrive prepared, on time, and ready to teach, • Create a memorable experience for the children in your classWho You Are A fun, enthusiastic, adaptable instructor, with experience teaching school age children, and who:, • Has subject matter expertise in Fashion, Sewing, Crochet, or Embroidery, • Has a passion and skill for building hands-on projects with kids, • Has excitement, joy, and passion for both teaching kids and personal development/learning, • Knows how to create a fun, structured, and inclusive classroom environment, • Brings your own voice and creativity to each class you teach, • Is cooperative, supportive, flexible, • Is dependable, proactive, and thrives when given autonomy … and also appreciates support and clear expectations Teachers in the Togetherhood network are paid per class, either flat rate or per-student (determined by the partner school). This is contracted, supplemental 1099 work. There is a separate materials budget for teachers to use for classes requiring one. How To Apply, • Click the link and provide a resume showcasing relevant teaching experience, • If you lack formal teaching experience, please share any other relevant experience or training in the application questionnaireWhat to Expect, • If your resume is a fit, we’ll reach out to set up a screening call on Google Meet, • Candidates advancing from screenings will have a second video interview, in which we will ask you to share a sample lesson plan, • The final step of the process is onboarding into our platform, ready to accept classes! We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses and identifying potential inconsistencies or verification signals in application materials based on available information. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.

Job DescriptionCompany Description By working at Harvard University, you join a vibrant community that advances Harvard's world-changing mission in meaningful ways, inspires innovation and collaboration, and builds skills and expertise. We are dedicated to creating a diverse and welcoming environment where everyone can thrive. Why join the Harvard Faculty of Arts and Sciences? The Faculty of Arts and Sciences (FAS) is the historic heart of Harvard University. It is the home of Harvard’s undergraduate program (Harvard College, founded in 1636) as well as all of Harvard’s Ph.D. programs (the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, founded in 1872), Harvard Athletics and the Division of Continuing Education. The 40 academic departments and 30+ centers of the FAS support a community unparalleled in its academic excellence across the broadest range of liberal arts and sciences disciplines. Together, the FAS seeks to foster an environment of ambition, curiosity and shared commitment to knowledge and truth that elicits excellence from all members of our community and prepares the next generation of leaders through a transformative educational experience. Job Description Job Summary: Provides a wide range of administrative support to the Center for Middle Eastern Studies including receptionist duties, office administration, event logistics, and academic program assistance. Serves as main public representative of the Center to visitors and the general public and provides general office support for Center faculty, staff, and associates. Job-Specific Responsibilities: Responsibilities of this service-oriented role include, but are not limited to, • Serve as Harvard CMES's public facing representative, answering the main telephone line, handling general inquiries about all aspects of CMES operations via the cmes@fas.harvard.edu main email line and greeting a disparate variety of visitors to the Center at the 'front desk". Fields inquiries from students, the general public, local academics, vendors and the media. Answer inquiries as appropriate and/or escalate to the proper person when needed., • Serve as CMES's facilities and building manager, and maintains all CMES common spaces and office equipment, including troubleshooting and reporting issues with computers (IT liaison), building access and maintenance, ordering supplies, photocopying and faxing, distributing mail, sending FEDEX, etc. Helps to maintain building and computer inventory for CMES space at 38 Kirkland and 17 Sumner. Serve as Room Scheduler, coordinating and allocating CMES conference room space (rooms 102 and 208). Serve as Phone/TELECOM liaison., • Provide administrative support to the Center Director and Executive Director, including travel arrangements, word processing, drafting and editing correspondence, meeting organization including scheduling, invitations, reminders and agendas for Steering Committee, Executive Committee (4-6x per year) and Staff Meetings (2-3x per month), scheduling appointments, processing expense reports, and maintaining files., • Process financial transactions related to office administration, maintenance, meeting expenses (typically business meals) and student travel. Maintains budget for CMES office supplies and maintenance, and business meals., • Student travel coordinator: primary contact for undergraduate and graduate travel grants and programs available through the Center for January Term, Spring Break, and Summer. Serves as CARAT administrator. Work with OIE in advertising travel opportunities. Coordinates travel payments, required pre-departure travel forms, GSS travel orientation for funded students for high and elevated risk countries students travelers. May serve as trip administrative co-leader for in-country short-term JTerm and Summer programs (Turkey, Tunisia). Organizes and conducts post-excursion analysis: surveys and interviews., • Assist with publications, communications and website, including responsibility for updating teacher resources, graduate student, Visiting Researcher, and Faculty web pages and contact info. Help proof CMES newsletter., • Support Center activities with an emphasis on Academic programs (AM & PhD) and activities including admissions, recruiting, orientation, conferences, mailings, website, and databases. Assist with alumni outreach. Responsible for annual Affiliates in Research renewals., • CMES contact for Art and Photo Exhibits (CGIS; CMES, per year) including liaising with artist and CGIS staff, coordinating set-up of show (carpenter, payments, insurance, etc.) arrange and moderate artist public talk and opening "ceremony". Assists with print and online publicity for the event in the Harvard and Boston area community., • Support Center activities, including special events, student programs, conferences, mailings, website, and databases. Assist in data collection for grants and special projects. Perform other clerical and administrative duties as requested. Working Conditions: • Work is performed in-person, in an office setting on the Harvard University campus in Cambridge, MA., • The typical weekly schedule is Monday - Thursday, 9AM to 5PM (or by arrangement)., • Occasional overtime may be required to assist at special events. Qualifications Basic Qualifications (required): • Three or more years of related administrative experience. Additional Qualifications and Skills (preferred): • College degree preferred, or an equivalent of education plus relevant experience in an office environment., • Strong organizational and communication skills., • Ability to manage frequent interruptions, juggle multiple tasks, and manage shifting priorities., • Must be comfortable assisting a variety of people., • Ability to handle confidential information discreetly and interact with people from diverse cultures in a respectful manner., • Knowledge of Microsoft Office applications and familiarity with both PC and Mac platforms., • Knowledge of Harvard financial processes and systems helpful but not required., • Background or interest in Middle Eastern Studies advantageous., • We strongly welcome and encourage applicants from diverse backgrounds to join our community. Additional Information • Standard Hours/Schedule: 28 hours per week, • Visa Sponsorship Information: Harvard University is unable to provide visa sponsorship for this position, • Pre-Employment Screening: Identity and Reference checks required., • All formal offers will be made by FAS HR. Other Information: Established in 1954 to support research and teaching on the Middle East, the Center for Middle Eastern Studies core mandate is the pursuit of firsthand knowledge about the Middle East based on literacy in its languages and a deep understanding of its diverse politics, cultures, and histories. CMES's academic community includes over forty faculty, a diverse cohort of more than fifty graduate students, and an annual contingent of twelve to fifteen visiting researchers. Work Format Details This position has been determined by school or unit leaders that all duties and responsibilities must be performed at a Harvard or Harvard-designated location. Certain visa types may limit work location. Individuals must meet work location sponsorship requirements prior to employment. Salary Grade and Ranges This position is salary grade level 054. Please visit Harvard's Salary Ranges to view the corresponding salary range and related information. Benefits Harvard offers a comprehensive benefits package that is designed to support a healthy work-life balance and your physical, mental and financial wellbeing. Because here, you are what matters. Our benefits include, but are not limited to: • Generous paid time off including parental leave, • Medical, dental, and vision health insurance coverage starting on day one, • Retirement plans with university contributions, • Wellbeing and mental health resources, • Support for families and caregivers, • Professional development opportunities including tuition assistance and reimbursement, • Commuter benefits, discounts and campus perks Learn more about these and additional benefits on our Benefits & Wellbeing Page. EEO/Non-Discrimination Commitment Statement Harvard University is committed to equal opportunity and non-discrimination. We seek talent from all parts of society and the world, and we strive to ensure everyone at Harvard thrives. Our differences help our community advance Harvard's academic purposes. Harvard has an equal employment opportunity policy that outlines our commitment to prohibiting discrimination on the basis of race, ethnicity, color, national origin, sex, sexual orientation, gender identity, veteran status, religion, disability, or any other characteristic protected by law or identified in the university's non-discrimination policy. Harvard's equal employment opportunity policy and non-discrimination policy help all community members participate fully in work and campus life free from harassment and discrimination.

Job DescriptionBenefits: • Health insurance, • Paid time off, • Training & development, • Wellness resources Job Posting: Special Education Teacher Position: Full-Time Location: Somerville, MA Start Date: ASAP End Date: June 2027 We are seeking a dedicated Special Education Teacher to join our team in Somerville, MA. The ideal candidate will provide individualized instruction and support to students with diverse learning needs, ensuring academic success and personal growth. Responsibilities: • Develop and implement IEPs tailored to student goals., • Deliver specialized instruction in inclusive classroom settings., • Collaborate with general education teachers, families, and support staff., • Monitor student progress and maintain accurate documentation., • Support students with cognitive, developmental, and behavioral challenges.Qualifications:, • Bachelor’s degree in Special Education or related field (Master’s preferred)., • Valid Massachusetts Teaching Certification in Special Education., • Experience working with school-aged students., • Strong communication, collaboration, and classroom management skills.

Job DescriptionPOSITION: Career Navigator FLSA: Exempt Status: Full-Time REPORTS TO: Lead Career Navigator POSITION SUMMARY: JVS MassHire seeks a Career Navigator to deliver innovative, customer-focused, and technology-driven career services to job seekers through the Masshire Downtown Boston Career Center. The Navigator, in collaboration with the Career Center team, will assist job seekers from diverse backgrounds and levels of experience who are receiving unemployment benefits with program compliance to ensure the continuation of their benefits. This staff member will also provide high quality facilitation of the Career Center Seminar and other workshops incorporating best practices in adult education and training. This position is located at 75 Federal Street, Boston, MA with some services being delivered remotely. ESSENTIAL JOB FUNCTIONS: Accountability and Results Focused: • Assist job seekers in maintaining UI benefits through monitoring the successful completion of all job search activities required for program attainment, • Deliver professional quality workshops that demonstrate knowledge of adult education techniques and workshop facilitation both in person and via Zoom; utilize technology for maximum engagement, • Establish, track, and meet program dashboard indicators using database software Build relationships, collaboration and teamwork:, • Support and promote the mission and philosophy of JVS both internally and outside the agency., • Function as part of both the JVS team to provide high quality employment services, • Interact in a team environment and to establish and maintain harmonious working relationships with key stakeholders (participants, colleagues, partner organizations, funders, etc.), • Provide individual 1:1 Coaching to respond to job seekers questions about their career/job search MINIMIUM QUALIFICATIONS AND EXPERIENCE:, • 1-3 years of experience in workforce development or related field required., • Excellent organizational, presentation, and multi-tasking skills, • Experience in establishing/facilitating strong partnerships with external stakeholders, • High level of computer/technology proficiency including ability to maintain accurate records of services provided in a database, • Strong Microsoft Office Suite skills required, • Knowledge of MassHire system and regional employment trends is a plus, • Excellent communication skills (written, oral and platform), • Strong interpersonal skills, • Experience working with and supporting a culturally diverse population Education Required: • Associate Degree in Human Services, Teaching, Counseling, or related field. Key Competencies: • Instructional planning, • Instructional delivery, • Progress reporting /tracking, • Student skill attainment, • Promotes Agency, • Initiative, • Building Relationships, Collaboration and Teamwork, • Adapting to Change, • Accountability and Results Focused, • Communication Skills, • Cultural Competency and Respect, • Planning/Organizing JVS CULTURE: JVS is strongly committed to diversity and a workplace environment that respects, appreciates and values employee differences and similarities. By providing and supporting a work culture that fosters and builds upon diversity and its strengths, JVS will better serve our local communities and continue to provide quality services. JVS is an employment at-will organization and an equal opportunity employer committed to maintaining a work and learning environment free from discrimination on the basis of sex, race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, JVS prohibits retaliation against an applicant or employee because he or she has engaged in protected activity under the statutes

Job Description Greenwood Shalom Tutoring Zone and Summer Enrichment Program A Victory Generation Affiliate 378 A Washington Street Dorchester, MA 02124 phone # 617-282-1464 Job Description Tutor Status: Part Time (School Year); Full Time (School Vacation and Summer) Reports To: Site Coordinator Pay Level: Salary/ varies on experience Greenwood Shalom is a faith-based, academically focused program serving children in Boston. General Function: An assistant educator will represent the Greenwood personally and professionally in accordance with the mission and goals of the Greenwood Shalom under the direction of the site coordinator. He/she will assist the educator in implementing program activities for children, that provide for spiritual, social, academic and emotional growth and will adhere to the policies and regulations set forth by Greenwood Shalom Tutoring Zone Program and Early Education and Care (EEC). Safety and the overall welfare of the children, families, and communities are of primary importance. Job Criteria: Middle School, High School student with good grades or High School diploma with previous experience Individual should like children and have ability to work with and understand the needs of children. Have a commitment to working with children from a variety of backgrounds. Must be a positive role model and can maintain a motivational, energetic attitude while conducting activities. Required: CORI and DFC check and Fingerprint, A current physical with updated immunizations Responsibilities: Assist the educator. Emphasize personal safety and wellbeing with children, parents and staff always. Uses positive and effective methods of behavior management that stress teaching, not punishment. Develop a positive rapport and communication with children, and staff. Assist in keeping daily attendance record for assigned group. Frequently takes head counts. Attends monthly staff meetings and trainings as required by the Greenwood Shalom and EEC dependent upon student school schedule. Reports all accidents immediately, and assists with necessary documentation. Assist in implementing activities that foster creativity, and cultural and academic awareness. Performs other duties as required by supervisor. \nCompany Description GSTZ is an exciting LEARNING environment that focuses on students academics and homework completion in a fun and nurturing environment for children ages 5-13 and up to 16 for children with special needs, IEPs and 504 plans. We encourage children to believe in themselves and give them the tools to be more confident in their learning environments. GSTZ is an exciting LEARNING environment that focuses on students academics and homework completion in a fun and nurturing environment for children ages 5-13 and up to 16 for children with special needs, IEPs and 504 plans. We encourage children to believe in themselves and give them the tools to be more confident in their learning environments.

Job Description Summary: The English as a Second Language Teacher is responsible for teaching English language literacy skills (reading, writing, speaking and listening) to English Language Learners in grades K-6. Major Responsibilities: Planning, developing and implementing instructional activities which promote the use of English literacy for academic achievement in the content areas, and the use of English in culturally and socially appropriate ways. Communicating knowledge and skills to ESL/ELL students in an interesting, stimulating and effective manner in conjunction with the classroom teacher and appropriately tailoring instruction so that students will be able to effectively participate in the English Language arts curriculum. Utilizing a variety of instructional methodologies and curriculum resources geared specifically towards ELL students. Working as a team member, sharing common planning, professional development, curriculum design, and teaching responsibilities. Prioritizing the instruction of English Language Learners in English Acquisition. Administering different forms of student assessments and planning instruction for students based on the data from the assessments. Specifically, understanding the English Language Proficiency benchmarks and outcomes in order to distinguish between the expected benchmarks for students at each level of English Acquisition: Beginner, Early Intermediate, Intermediate and Transitioning. Facilitating and participating in English Learner Success Plans and meetings for ELs that do not meet their benchmark goals. Flexibility in teaching and scheduling with home-base teachers and other instructional specialists. Attending grade level team meetings as needed and pertinent English Language Learner professional development sessions. Completing necessary paperwork regarding the identification, progress monitoring and transitioning of English Language Learners. Ensuring the progress of ELL students regularly receiving instruction improves on the WIDA ACCESS for ELLs, when compared to the score from the previous Spring, or the previous Fall, if the student was new. Providing support and sharing information with school staff on ESL/ELL matters. Morning Duty: Includes active supervision of hallways and classroom. Afternoon Duty: Includes active supervision of dismissal process. Additional duties may be assigned without additional compensation or stipend Qualifications Bachelor’s Degree, Masters Preferred ESL License Commitment to ensuring academic success for all students Experience working in an urban setting, preferred Experience working with diverse student populations, preferred Ability to read, interprets, and applies student performance data to instructional planning and execution DESE license and SEI endorsement required

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. 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! Position Overview: Benjamin Franklin Cummings Institute of Technology is looking to hire an electrician to teach postsecondary students the electrical trade. If you like working with students, have 5-years’ experience working in the field, possess journeyman and master licenses, and have a high school diploma or GED then we want to talk with you about this amazing opportunity. We will provide support as you transition into an exciting and rewarding career as an electrical adjunct lecturer. Courses such as Circuit Theory, Electrical Design & Layout, National & Massachusetts Electrical Code, Electrical Machinery, and Low Voltage Systems & Controls provide the technical focus for an associate degree program but also serve as the educational hours that are required for eligibility to sit for the Massachusetts Journeyman Electrician licensing exam. Through teaching, participation in institutional initiatives, and pursuing professional development, the faculty member contributes to the mission, outcomes, and strategic plan of the department and the College. Faculty at BFCIT embrace the opportunity to support a diverse group of young people in meeting a range of academic and other challenges to prepare for successful and rewarding careers in technological fields. Requirements: Our faculty are responsible for teaching, supporting student learning, contributing to departmental and college initiatives, and maintaining professional engagement within their field. Duties include, but are not limited to, the following: • Teach 10 hours per week; M/W, T/TR days and 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), 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. All employees of Franklin Cummings Tech are expected to be passionate advocates for students and actively lead and contribute to institution-wide efforts to further improve graduation, retention rates, and career placement of our student body. Furthermore, all staff and faculty across the institution collaborate to support student recruitment, retention, and success. • 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. Qualifications Required: • The Massachusetts Board of State of Examiners of Electricians mandates that this position be filled by an individual who holds either a Journeyman or Master Electrician license in the state of Massachusetts. Qualifications Preferred: A master’s license and some teaching experiences are preferred. This role falls in our faculty salary range scale: Compensation Plan - Benjamin Franklin Cummings Institute of Technology

Job DescriptionDescription: Who are we? Cathleen Stone Island Outward Bound School is a National and State Park located in the heart of the Boston Harbor Islands. With a 200-year legacy of serving children in Boston and a 48-year partnership with the Boston Public Schools (BPS), the Island is a beacon for experiential education, empowering young people through hands-on learning and skill building and outdoor adventure and exploration. We are a proud member of the network of 11 Outward Bound schools in the U.S., with a shared mission to change lives through challenge and discovery. Education is at the forefront of our work. Funded by a combination of philanthropy and a robust private events business, our outdoor educational programs are offered at no cost to families. What is our mission and how do we achieve it? Cathleen Stone Island Outward Bound’s core mission is to build stronger, more equitable school communities by delivering free experiential learning programs that boost academic success and foster personal growth. Our research-based programs blend STEM, social-emotional, and challenge-based learning, giving students a unique opportunity to build life skills alongside academic ones. Whom do we serve (students, clients, customers) We offer programs for Boston Public School middle school and high school students, fee-for-service programs for school and youth groups, and leadership development programs for professionals. We also fund our transformational programs by hosting private and corporate events and weddings. What is the opportunity? The Programs Course Director (CD) is responsible for the overall quality, consistency and safety of the Cathleen Stone Island Outward Bound (CSIOBS) courses. A candidate for this role needs to demonstrate an outstanding ability to supervise and train others, as well as have experience leading youth programming. The Course Director’s primary role is to ensure course delivery meets program standards for safety and quality. While in the field, Course Directors will observe and mentor staff, focusing on course safety, instructor development, and educational outcomes. Course Directors should be at a level of skill with their course elements wherein they could comfortably replace a Lead Instructor in the field if the need presented itself. The Course Director is often coordinating with other departments, islands or outside entities to ensure the courses run safely and smoothly. Course Directors must display the highest level of professionalism, dedication and commitment to safety both in the field and at base and are expected to be on call 24 hours a day for the entire duration of their course. A minimum of Wilderness First Aid (WFA) with CPR certification is preferred for this position (or the ability to obtain one during training). Start Date Aug 10, 2026 What will you do? • Ensure the delivery of the Outward Bound Mission and educational programming by the instructional teams., • Support course delivery by providing logistical support, conducting coaching observations, and mentoring field staff., • Ensure course delivery aligns with CSIOBS’s instructional tools, preferred practices, and policies and procedures., • Provide 24/7 support to field staff to manage medical or behavioral evacuations and early departures; arrange medical support; manage impending inclement weather that may necessitate itinerary adjustment, and any other potential or real threat to safety or course objectives, • Ensure timely execution of instructor course prep and post-course wrap-up, • Produce all necessary course paperwork by the prescribed deadline, • Provide consistent and professional communication with staff, students, and families during and post-course., • Make necessary arrangements with kitchen, waterfront, site management, staffing, and all other aspects of Cathleen Stone Island as necessary for course delivery, • Manage student medical forms and other paperwork, • Provide written and verbal evaluation of instructors necessary for their professional growth and improved delivery of future courses, • Maintain communication with the Program’s Team Admin (including program managers, coordinators and directors), • Participate in student recruitment efforts, including in-school recruitment events and island-based open houses, • Utilize booking and client management systems (Triple Seat and Salesforce) to support programs, as needed, creating internal forms to communicate client needs, tracking and updating operations and ferry information, etc., • Work with the Program Directors, Managers, and other Course Directors to deliver staff training and PDs., • Serve as a Connections, Green Ambassadors, or a Discovery Program Course Director or Instructor, as dictated by staffing needs, • Work with assigned Program Manager on the design and execution of assigned summer programming, • Perform additional duties and responsibilities at the direction of the Program Manager Team Accountabilities Supervision: • Lead Instructors, • Instructors and/or Crew Leaders, • Interns, • Students Key Relations: • Director of School Programs, • Associate Director of Group Programs and Training, • Associate Director of Impact, • Logistics Manager, • Program Managers, • Vice President of Safety and Administration, • Course Director Team, • Instructor Team, • Safety Team, • MVOB Captains and Deckhands Requirements: Qualifications • Bachelor’s degree preferred, • 3-4 years relevant field experience in the following:, • Working with participants ages 11-18+, • Managing challenging student behaviors, • Working with diverse communities, • Teaching and facilitation tailored to different learning styles and program sites, • 1-2 years relevant management experience, including training, development and management of staff., • Ability to demonstrate emotional regulation, good judgement and balanced decision-making in stressful situations., • Serve as role model for students, staff and community, able to manage a range of student behaviors in a positive and professional manner., • Ability to build and maintain a positive group culture., • Flexible, adaptable and open to change., • Wilderness First Responder & CPR certification required, • Intermediate computer skills, working knowledge of Microsoft Office Suite (Word, Excel and Outlook)., • Spanish proficiency preferred Work Conditions • Expected ongoing coordination and collaboration with all CDs and Program Managers, • Courses are dynamic, and demand sound decision making within the scope of CSIOBS methodology, • CDs must be able to manage their course(s) with appropriate autonomy, • Environmental fluctuations are typical of the New England coast, and can including hot, humid weather, and unseasonably cool, rainy, and windy coastal weather; must be comfortable working outside in either of these extremes for extended periods of time, • Must be available for course support 24 hours a day for duration of course, • Must respond to course delivery needs and/or behavioral/medical needs, • This position requires a criminal background check Physical Requirements • Must be currently vaccinated against COVID-19 up to CDC guidance, • Positions reporting hours to the island are asked to assist loading/unloading cargo from the boat as able. This involves lifting and walking with parcels upwards of 50 lbs on and off moving docks and up and down ramps, • Must be able to be on feet an average of 3+ hours per day, • Able to work though inclement weather conditions that include heat, rain, snow, or cold. Compensation and Benefits Salary Range: $24.76-$24.76/hour Competitive salary, commensurate with experience. Employer sponsored health insurance with the option to select between three comprehensive plans. Premier dental and vision plan. 401(k) retirement plan with competitive match. Generous paid time off including, vacation, holidays, personal days, parental and sick leave. Flexible scheduling, pursuant to position. Work that engages a diverse and dynamic community of educators and other professionals, with the shared vision of shaping a better future for Boston’s youth. A quality work life in Boston’s vibrant Seaport district with frequent access to the natural wonders and positive impacts of Cathleen Stone Island. Cathleen Stone Island Outward Bound School is an equal opportunity employer and actively seeks staff as diverse as the communities it serves. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law. Outward Bound has a zero-tolerance policy for incidents of child abuse and neglect. Protecting our minor students against abuse and neglect is of the highest priority. Our Commitment to Equity, Diversity, and Inclusion With a staff that cares deeply about social justice and racial justice, we believe that diverse perspectives and backgrounds create a rich work environment and enhance our ability to pursue our mission. We are committed to building an organization with raised consciousness to impact how we work with students, as well as how we work together as a team. We hope you will join us as we continue to build a justice-centered organization that fosters a work environment where people from all backgrounds are welcomed and valued.

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 Massachusetts. The college was seeded in 1791 with funds from the estate of Benjamin Franklin given to the City of Boston to proliferate access to apprenticeship and entrepreneurship. Today, that legacy has evolved into an accredited college that delivers accessible tech and trade education to level the playing field for aspiring talent. With a mission to deliver transformative technical and trade education that leads to economic advancement, Franklin Cummings Tech offers a unique mix of certificates and degrees that appeal to enterprising students from Eastern Massachusetts and respond to employer 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, helping to spur incredible growth in the past four years. Franklin Cummings Tech educates more than 1,000 learners annually across three student types: 1) certificate and degree seekers, 2) continuing education enrollees, and 3) early college students. As evidence that our mission holds resonance student enrollment is up and Fall 2027 applications have soared 16% year over year. We seek optimistic, data-informed, and dedicated colleagues who are eager to increase student success outcomes and boost total enrollment to 1,500 learners by 2030. Join us in this mission-driven work! Position Summary: The Department of Engineering Technology is seeking applications for a part-time adjunct instructor position in Engineering Technology. The candidate will be responsible for teaching courses in building energy management and automated building control systems. Candidates with teaching or industry qualifications in the operations and maintenance of building automation systems, heating, ventilation, and air conditioning systems are encouraged to apply for the position. The position requires on-site and hybrid modes of delivery of coursework. Key Responsibilities: Teach various heating, ventilation, air conditioning, and refrigeration (HVAC/R), building energy management, and building automation technology-focused courses. credit hours per semester as noted on the faculty employment agreement. Courses, as listed in the College catalog, may include introductory-level courses in basic electronics. The position requires on-site and hybrid modes of delivery of coursework. Teach various heating, ventilation, air conditioning, and refrigeration (HVAC/R), building energy management, and building automation technology-focused courses. Take ownership of course development and lab/classroom instruction in the Building Energy Management (BEM) program. Example course topics include: • BE202: Building Automation Systems and Controls, • BE210: HVAC-R BAS Lab, • BE212: HVAC-R installation and maintenance Requirements: Qualifications: Required: • Bachelor's or master's degree from a recognized college or university with a major study in the field (HVAC-R engineering, energy management, or electrical engineering) that the person will be teaching, • Additional training might be required based on academic background and industrial experience, • Two (2) years of teaching experience, preferably at the college level, • Three (3) years of industry experience may be substituted for teaching experience at the discretion of the Academic Dean and the hiring Program Chair continuing education clients, and high schoolers pursuing early college, • Ability to teach additional courses in the Engineering Technology program such as Intro to Electricity, Electronics and Digital Principles Preferred: • Ability to teach additional courses in the Engineering Technology program such as Electronics and Digital Principles., • The candidate will be responsible for teaching courses in building energy management and automated building control systems. Candidates with teaching or industry qualifications in the operations and maintenance of building automation systems, heating, ventilation, and air conditioning systems are encouraged to apply for the position. This salary for this position is $1,178.00 per credit and starts on September 8, 2026. Please note: Franklin Cummings Tech is not able to provide visa sponsorship for this position now or in the future. Candidates must be legally authorized to work in the United States on an ongoing basis without sponsorship to be considered for this position at Franklin Cummings Tech. Franklin Cummings Tech is an Equal Opportunity Employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, disability, age, or veteran status.

Job DescriptionOrganization Overview Excel Academy is a network of 5 schools in Massachusetts and Rhode Island that prepares students in grades 5-12 to succeed in high school and college and engage productively in their communities. The majority of our 1,700 students identify as Latinx or Hispanic and will be the first in their families to graduate from college. Families choose Excel because our students consistently outperform their peers in growth and achievement and are 5x more likely to graduate from college. At Excel, we believe that every student—regardless of race, zip code, or economic status—deserves access to a free, high quality holistic education. During their middle school journey with us, students grow at a pace faster than most peers in their state. This is possible through a combination of high expectations, rigorous instruction, and individualized support. At our nationally ranked high school, students achieve at the highest level and are poised for success in their chosen college or career path. About our Team Everyday, our team members choose to be positive, drive their own growth, uplift one another, and hold the highest possible beliefs for what students can achieve. About the Role The Dean of Curriculum and Instruction (DCI) will drive the curricular and instructional efficacy of the school. The DCI will be responsible for the management of instructional staff by providing regular feedback to teachers on their effectiveness in meeting the needs of Excel’s instructional program and supporting them to meet their and our goals. They will support the management of Excel’s instructional program by designing and delivering professional development to push the strength and impact of the instructional program. Starting Salary: $74 - $120k, commensurate with experience. Your Impact Drive Excellent Teaching Practices • Drive excellent teaching for all learners in Excel classrooms;, • Observe classes regularly and give written and verbal feedback to teachers. Provide feedback on teachers’ classroom procedures, instruction, and curriculum;, • Ensure frequent points of contact with all direct reports. Develop structures to ensure presence in all classrooms weekly at a minimum. Meet with all direct reports bi-weekly at a minimum, sending agendas in advance and supporting teachers to develop agendas to maximize the utility of meetings;, • Target support toward individual teacher needs;, • Ensure that Excel classes are engaging, challenging, and accessible to all learners. Ensure that students master basic skills and higher-level abstract material and are continually cognitively engaged. Ensure that teachers provide meaningful accommodations to students with individual needs;, • Drive excellent curriculum development;, • Ensure that Excel Academy curriculum is aligned with MA Curriculum Frameworks and is rigorous enough to ensure fulfillment of school mission;, • Work with the Network Department heads and Head of School to ensure that the school’s mission and philosophy are reflected in instructional approach and curriculum;, • Drive purposeful use of assessment data and feedback;, • Help teachers develop and implement high quality, class and school-wide assessments and monitor and guide the type, variety and quality of student assessments;, • Collect, analyze, share and interpret internal and external school assessments and coach teachers so that data is used strategically to improve student academic performance; and, • Manage student standardized testing. Ensure All Students Achieve, • In collaboration with the Head of School and Dean of Student Supports, support the planning, execution and analysis of intervention programs targeted at needs of diverse academic subgroups, whether remedial or enrichment; and, • Support the Dean of Student Supports and Head of School in monitoring the special education and ELL inclusion program, working with the Learning Specialist, ELL Specialist and core academic teachers to design inclusion, monitor the effectiveness of inclusion, and provide feedback and support to create a high quality inclusion program. Create a Positive Student Culture of Academic Achievement, • Coach teachers to create a classroom that reflects Excel’s Student Culture Vision where our community values are embedded into the curriculum in instructional classes;, • Provide feedback to teachers on their execution of Excel’s Student Culture Vision and behavior management systems in the classroom;, • Guide teachers in creating opportunities for students to reflect on and demonstrate our community values within academic classes;, • Work with the Dean of Students to enforce the code of conduct by having a strong, public presence throughout the school day; and, • Collaborate with the Head of School and Dean of Students to plan proactive culture initiatives and to respond to any class or school culture or behavior issues. Drive the Professional Culture of Excel’s Teaching Staff, • Develop talented staff in Excel’s classrooms;, • Lead and implement group professional development opportunities for staff to drive growth in the Instructional Program;, • Design and implement the teacher professional development program, including teacher visits to other schools, and development of leadership and growth opportunities within the program;, • Plan and facilitate staff meetings as needed;, • Write quality evaluations for all direct reports;, • Support the hiring and retention of talented staff in Excel’s classrooms;, • Support the Head of School by serving as hiring manager for direct reports (conduct phone screens, attend model lessons and debriefs, make a recommendation to the Head of School for hire);, • Manage aspirations for all direct reports; ensure that teachers have an open line of communication with school administration about aspirations and career goals; and, • Ensure that all teachers feel that Excel provides them opportunities to be intellectually and professionally challenged. Support the Head of School in School Leadership With the head of school,, • Articulate a vision for Excel’s program and translate that vision into action., • Develop and perform regular school health assessments., • Create a dynamic and innovative staff culture; including developing and upholding staff norms, and mediating disputes as needed;, • Support efforts for knowledge management and continual improvement;, • On an ongoing basis, set the tone of highest expectations and urgency; and, • Oversee relevant programmatic budgets. Serve as a productive member of the Excel Community, • Participate in generating and upholding Excel Staff Norms;, • Act as a substitute teacher when needed;, • Meaningfully participate in Friday meetings, school PD and Family Conferences;, • Meaningfully participate in the network-wide community of instructional leaders; and, • Serve as a productive member of the Administrative Team., • Do whatever it takes to ensure that the mission of the school is fulfilled. Qualifications • A Bachelor’s degree is required; a Master’s degree is preferred;, • A minimum of five years’ teaching experience is required; experience working in a high-performing, urban public charter or district school is strongly preferred;, • Demonstrated efficacy in raising academic achievement for historically under-served students;, • Ability to promote rigorous classroom instruction and culture;Preference will be given to applicants who share points of intersection with our students, such as speaking Spanish, Portuguese, Arabic, or a language commonly spoken by our students and families at an advanced level, being first generation college graduates, or having grown up low-income.

Job DescriptionOrganization Overview Excel Academy is a network of 5 schools in Massachusetts and Rhode Island that prepares students in grades 5-12 to succeed in high school and college and engage productively in their communities. The majority of our 1,700 students identify as Latinx or Hispanic and will be the first in their families to graduate from college. Families choose Excel because our students consistently outperform their peers in growth and achievement and are 5x more likely to graduate from college. At Excel, we believe that every student—regardless of race, zip code, or economic status—deserves access to a free, high quality holistic education. During their middle school journey with us, students grow at a pace faster than most peers in their state. This is possible through a combination of high expectations, rigorous instruction, and individualized support. At our nationally ranked high school, students achieve at the highest level and are poised for success in their chosen college or career path. About our Team Everyday, our team members choose to be positive, drive their own growth, uplift one another, and hold the highest possible beliefs for what students can achieve. About the Role Excel teachers are responsible for delivering effective, high-quality, rigorous college-preparatory instruction designed to foster the success of their students. Teachers who thrive at Excel tend to be entrepreneurial instructors and hungry learners who crave frequent, high-quality feedback on their practice. They also have a great deal of passion and expertise in their content area that they are eager to share with students. Your Impact Teaching Responsibilities • Provide coverage during instructional and non-instructional time;, • Provide operational support as needed;, • Serve as an advisor to a cohort of students;, • Serve as a productive member of the Excel Academy community; and, • Do whatever it takes to ensure the mission of the school is upheld Mission Alignment • You share a commitment to and belief in all students and the mission of Excel Academy Charter Schools, including Excel’s values and educational model;, • You are committed to addressing racial and economic inequity in education;, • You work effectively in a team environment and have a willingness and desire to support others in doing their best work; and, • You are open to change, are willing to problem-solve, and seek feedback for your own professional growth and improvement. Qualifications • A commitment to and belief in all students and the mission of Excel Academy Charter Schools, including Excel’s values and educational model;, • Rhode Island Substitute Teacher Certification or in pursuit of Certification;, • The ability to work effectively in a team environment and the willingness and desire to support others in doing their best work;, • An openness to change, a willingness to problem-solve, and an interest in receiving feedback for continuous improvement; and, • And can speak to their personal investment and commitment to antiracist education and diversity, equity, and inclusion in our school community and beyond. Preference will be given to applicants who share points of intersection with our students, such as speaking Spanish, Portuguese, Arabic, or a language commonly spoken by our students and families at an advanced level, being first generation college graduates, or having grown up low-income.

Job Description About Inspira Education Inspira Education Group is one of the fastest-growing edtech startups in the US. We started with a simple mission to democratize access to high-quality coaching so that every student in the world has an equal opportunity to access the best opportunities. As the world's leading network of top admissions coaches in medical, legal, business, and college studies, we're building software and services in one place—disrupting long-entrenched application processes with products and experiences that strive to provide an equal platform for candidates from diverse backgrounds worldwide. As one of the fastest-growing edtech firms in the world, we are backed by some of the leading venture capital firms and investors in the world, including Zeev Ventures, Quiet Capital, Craft Ventures and Jeff Fluhr (Founder of Stubhub). The Role We are looking for an experienced full-time LSAT Tutor to provide one-on-one LSAT preparation to students. You will teach all sections of the LSAT, develop individualized study plans, and track student progress throughout their preparation. This is a full-time, remote role that can be based anywhere in the United States or Canada. The 40-hour workweek includes 5–10 hours of preparation time, with tutoring scheduled around student availability, including weekday afternoons, evenings, and weekends. Responsibilities • Tutor students one-on-one across all sections of the LSAT, • Develop and adapt LSAT study plans based on each student's needs and performance, • Track and analyze student progress, • Create and maintain project trackers to monitor LSAT preparation progress, • Keep students' families up to date on academic progress and milestones, • Participate in additional opportunities as they arise, such as leading webinars or training other tutorsQualifications, • Bachelor's degree or higher, • Previously taken the Law School Admission Test (LSAT); official score report required, • LSAT score in the 99th percentile, • 2+ years of LSAT tutoring or LSAT test-preparation experience, • Able to provide LSAT test preparation across all sections of the exam, • Available to tutor during weekday afternoons, evenings, and weekends, • Strong attention to detail and ability to manage multiple students and priorities, • Comfortable teaching and coaching in a fully remote environmentWhy you'll love Inspira, • Mission-driven team focused on student success, • Your work directly impacts the lives and careers of students across the globe, • Health, dental, and vision insurance, with base plans 100% employer paid, • Pre-tax benefits (FSA, DCFSA, HSA, Commuter), • Paid time off (PTO) and paid holidays, • 401(k) with company match For more information about our company, please visit our website: Inspira Education Group. Inspira Education Group does not discriminate based on race, sex, color, religion, age, national origin, marital status, disability, veteran status, genetic information, sexual orientation, gender identity, or any other reason prohibited by law in providing employment opportunities and benefits.

Job DescriptionCompany Description By working at Harvard University, you join a vibrant community that advances Harvard's world-changing mission in meaningful ways, inspires innovation and collaboration, and builds skills and expertise. We are dedicated to creating a diverse and welcoming environment where everyone can thrive. Why join the Harvard Faculty of Arts and Sciences? The Faculty of Arts and Sciences (FAS) is the historic heart of Harvard University. It is the home of Harvard’s undergraduate program (Harvard College, founded in 1636) as well as all of Harvard’s Ph.D. programs (the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, founded in 1872), Harvard Athletics and the Division of Continuing Education. The 40 academic departments and 30+ centers of the FAS support a community unparalleled in its academic excellence across the broadest range of liberal arts and sciences disciplines. Together, the FAS seeks to foster an environment of ambition, curiosity and shared commitment to knowledge and truth that elicits excellence from all members of our community and prepares the next generation of leaders through a transformative educational experience. Job Description Job Summary: Lead the delivery of academic affairs operations including faculty support, curriculum management and training. Job-Specific Responsibilities: · Faculty Recruitment and Course Development: Establish and maintain relationships with academic departments, recruit faculty, and meet with faculty members expressing interest in teaching engaged scholarship courses and courses for the College’s Certificate for Civic Engagement. Work with staff and student leaders of public service offices and organizations to leverage existing public service programs and community relationships to experiential course components whenever possible. Oversee the distribution of funds to faculty to develop new courses. · Support for Faculty and Teaching Staff: Support faculty teaching courses in Mindich courses and other engaged scholarship through regular convening of faculty and TFs for practical course support and to create a community of practice for engaged scholarship and civic/experiential learning. · Student Advisory Committee: Oversee the undergraduate Student Advisory Committee for engaged scholarship. Advise students on engaged scholarship opportunities. · Program promotion and assessment. Develop and update written and online materials promoting opportunities in the Program in Engagement Scholarship. Maintain an updated list of engaged scholarship courses and promote these opportunities to students. Develop and update evaluation metrics, collect data and communicate this information in reports and promotional materials. · Certificate for Civic Engagement: Support the Certificate for Civic Engagement and participate in the OUE oversight committee. · Experiential Learning: Work with the OUE to support new opportunities for civic engagement and experiential learning, including climate education. · OUE initiatives: Working with the Senior Assistant Dean for Undergraduate Education, Curriculum and Special Programs, participate in and support academic programs and policy initiatives in the Office of Undergraduate Education. Working Conditions: The work schedule and location will be set by the department at its discretion and based upon operational needs and objectives and consistent with College Policy, which requires 5 days on-site in Cambridge, MA during term time (first day of classes through commencement), with the exception of student breaks. When not working at a Harvard or Harvard-designated location, employees in hybrid positions must work in a Harvard registered state in compliance with the University’s Policy on Employment Outside of Massachusetts. Additional details about the College policy will be discussed during the interview process. Certain visa types and funding sources may limit work location. Individuals must meet work location sponsorship requirements prior to employment. Physical Requirements: • Sitting using near vision use for reading and computer use for extended periods of time, • Lifting (approximately 20 to 30 pounds), bending, and other physical exertionQualifications Basic Qualifications: • Bachelor’s degree or equivalent work experience required, • Minimum of 7 years’ relevant work experience Additional Qualifications and Skills: · Proven ability to work effectively and collaboratively with a broad range of stakeholders, including students, faculty, staff, and senior leadership. · Strong project management skills. · Knowledge of and commitment to the liberal arts and sciences curriculum in order to leverage existing opportunities and create new opportunities for experiential learning, broadly conceived. · Collaborative work style. · Knowledge of Harvard technology and data systems and ability to suggest and promote necessary changes. · Knowledge of the curriculum and ongoing curricular changes in Harvard College. · Background and work experience in faculty development and training, including pedagogy training. Additional Information • Standard Hours/Schedule: 35 hours per week, • Visa Sponsorship Information: Harvard University is unable to provide visa sponsorship for this position, • Pre-Employment Screening: Identity, Education Work Format Details This position has been determined by school or unit leaders that all duties and responsibilities must be performed at a Harvard or Harvard-designated location. Certain visa types may limit work location. Individuals must meet work location sponsorship requirements prior to employment. Salary Grade and Ranges This position is salary grade level 058. Please visit Harvard's Salary Ranges to view the corresponding salary range and related information. Benefits Harvard offers a comprehensive benefits package that is designed to support a healthy work-life balance and your physical, mental and financial wellbeing. Because here, you are what matters. Our benefits include, but are not limited to: • Generous paid time off including parental leave, • Medical, dental, and vision health insurance coverage starting on day one, • Retirement plans with university contributions, • Wellbeing and mental health resources, • Support for families and caregivers, • Professional development opportunities including tuition assistance and reimbursement, • Commuter benefits, discounts and campus perks Learn more about these and additional benefits on our Benefits & Wellbeing Page. EEO/Non-Discrimination Commitment Statement Harvard University is committed to equal opportunity and non-discrimination. We seek talent from all parts of society and the world, and we strive to ensure everyone at Harvard thrives. Our differences help our community advance Harvard's academic purposes. Harvard has an equal employment opportunity policy that outlines our commitment to prohibiting discrimination on the basis of race, ethnicity, color, national origin, sex, sexual orientation, gender identity, veteran status, religion, disability, or any other characteristic protected by law or identified in the university's non-discrimination policy. Harvard's equal employment opportunity policy and non-discrimination policy help all community members participate fully in work and campus life free from harassment and discrimination.

Job DescriptionLocation: Newton Upper Falls, MA 02464 Date Posted: 07/01/2026 Category: School Education: Associates Degree We are seeking several Building and Day to Day Substitute Teachers in and around Newton, MA for the 2026/2027 school year. We are looking for dependable, flexible, and motivated educators who are passionate about supporting students and creating positive classroom environments across Elementary, Middle School, and High School settings.COMPENSATION Building Long Term Substitute Teachers: $175/day Day to Day Substitute Teacher pay rate: $145.47/day Weekly pay Flexible opportunities throughout the school yearSUMMARY OF RESPONSIBILITIES In the absence of the classroom teacher, provide instruction and manage the learning environment Review and implement regular teacher's routines, procedures, lesson plans, and curriculum objectives Establish and maintain a safe, positive, and orderly classroom environment Report any student injuries, illness, and serious discipline concerns to school administration Perform other duties as directed by school administration Perform full teacher responsibilities and effectively run the classroom as needed Opportunities available within Elementary, Middle School, and High School settings Support students academically and behaviorally throughout the school dayREQUIREMENTS Experience working with children in a classroom or educational setting preferred Previous experience as a Teacher, Substitute Teacher, Paraprofessional, or Educational Assistant is a plus Candidates with Special Education experience are strongly encouraged to apply Strong communication, classroom management, and interpersonal skills Reliable, adaptable, and professional demeanorWHY JOIN US? Flexible work opportunities that fit your schedule Opportunity to work in a variety of school settings and grade levels Supportive school environments and collaborative staff Valuable classroom experience within local school districts Make a meaningful impact in students' education and success COMPANY OVERVIEW Precision HR Solutions, Inc. is a contracted provider for substitute staffing positions within the school district. Our mission is to create staffing solutions that help districts focus their energy on providing quality education for their students, which in turn strengthens families and surrounding communities.Apply today to secure your substitute teaching opportunities for the 2026/2027 school year! Title: Daily Substitute Teacher Class: Substitute Teacher Type: TEMPORARY Ref. No.: 1307224-9 BC: #PHRS503 Company: Precision Human Resource Solutions, Inc. Contract Contact: Contract Submit PHRS Office Email: sandrade@precisionhr.net Office Phone: 617-245-8575 Office Address: 140 Gould Street, Suite 230, Needham, MA 024941 About Us: Registering on the PrecisonHR.net website portal is not a guarantee that contracting opportunities will be available and/or located. Use of our website is for information transfer only and is not an application, offer or commitment by either party. You are under no obligation to proceed. When and if opportunities become available, you will be contacted. Further steps are required to complete your registration with the appropriate legal PHRS entity.

Job DescriptionPOSITION: Vocational Training Partnership Instructor SUPERVISES: Classroom Volunteers Status: Full-Time REPORTS TO: Senior Manager FLSA: Non-Exempt JVS is a non-profit, non-sectarian agency. Our mission is to empower individuals from diverse communities to find employment and build careers; and to partner with employers to hire, develop and retain productive workforces. JVS provides a broad range of services including adult education, skills training, job readiness training, job placement and support, and access to post-secondary education. JVS assists employers in their search for well-qualified job applicants and their initiatives to upgrade the skills of their incumbent workforce. POSITION SUMMARY: The Instructor will be responsible for instructing classes primarily within the Vocational Training Partnership (VTP) as part of the Refugee Services Department. The goal of VTP is to build professional skills and achieve career advancement for immigrant and refugee participants. The Instructor will develop, modify and deliver contextualized curriculum and daily lesson plans for VTP’s short term, industry specific training programs. Additionally, the Instructor will assist with intake and orientation of new participants as needed; regularly evaluate student progress and skill attainment; track outcomes; support efforts to advance instructional quality; and collaborate with staff in the department and across the agency to ensure attainment of program goals. For all VTP classes, the Instructor will practice principles for teaching ESOL as needed to build essential skills for participants’ success in the workplace. VTP trainings currently include Food Service, Hospitality, Healthcare and Bank Career trainings that take place on-site at JVS’ office, remotely, and off-site with partner employers. Emerging classes will be in general Customer Service, for which the Instructor will contribute to curriculum development and provide instruction. *This is a part-time hourly role, offering 17.5 hours per week. Service delivery is currently hybrid (in-person at JVS offices and remotely online) and is subject to change as organization and stakeholder needs evolve. VTP trainings also include offsite components at employer partner locations in the Boston area. ESSENTIAL JOB FUNCTIONS: Accountability and Results Focused: • establish, track and meet program dashboard indicators (ex. enrollment, retention, skill attainment, student satisfaction), • deliver all subject matter outlined in the curriculum with the goal of ensuring that students obtain the predetermined outcomes, • lead activities and discussions for students and prepare related materials prior to class assign, edit and correct student work in a timely and ongoing basis, • be flexible to individual learning styles, and set appropriate limits to ensure all students have an equal opportunity to learn, • develop and modify curriculum based on the needs of both the students and program, • assist students in areas of difficulty and provide additional assignments for students who will benefit from extra work, • assist with planning and implementation of student celebration of achievement/graduation ceremonies, as needed, • generate strategy and solutions in response to both unforeseen and planned changes, setbacks and challenges Building Relationships, Collaboration and Teamwork:, • support and promote the mission and philosophy of JVS both internally and outside the agency, • work collaboratively with and encourage collaboration between team members to ensure performance goals are met. This includes working closely with classroom volunteers, career coaches, and supervisors, • attend and actively participate in staff meetings and team-based projects as needed, • assist fellow team members when needed; this includes assistance with screening, recruiting, and selecting students for incoming cohorts, • establish relationships with key stakeholders (participants, employers, partner organizations, funders,) and work collaboratively in a structured and on-going manner, • take ownership of the instructor role as a leader both in and outside the classroom, • model behaviors and skills JVS delivers in classrooms and programs, • create a classroom environment where all students feel heard, can express ideas, learn and problem solve in creative ways, • engage with and welcome classroom guests including JVS leadership, JVS employer partners, and JVS internal departments Administrative/Communication Skills:, • communicate regularly with Supervisor to ensure smooth delivery of instruction services in coordination with other department staff, • share progress reports and best practices with other Refugee Department Instructors to deliver a coordinated and complimentary job readiness and skills training curriculum, • evaluate student progress on a regular basis; provide students and their assigned career coach with feedback regarding performance in class and any obstacles that may be impeding progress, • resolve disagreements and conflict in a professional and productive manner, • submit a class syllabi at the beginning of each cycle, • develop daily lesson plans for each component and submit to Supervisor, • create emergency lesson plans for substitute instructors and submit these plans at the beginning of each active cycle, • track and report attendance, homework completion, classroom participation and testing outcomes on a weekly/monthly basis; via agency database, Excel sheets, email communications, and other methods as needed, • complete program summary reports for partners, funders, JVS leadership and other stakeholders, as needed, • perform other duties as requested MINIMIUM QUALIFICATIONS AND EXPERIENCE:, • Associate/BS/BA in Education or related field. TESOL Certificate, CELTA, and/or Masters preferred., • 1-3 years of workplace or related training/teaching experience, • knowledge of adult learning theory, • ability to deal tactfully and effectively with a diverse group of clients at all levels of the organization, • strong presentation and facilitation skills, • strong Microsoft Office Suite/365 skills. Experience with Learning Management System software preferred., • strong written and oral communication skills, • interpersonal, communication and organizational skills, • ability to work as part of a team as well as independently KEY COMPETENCIES:, • Promotes Agency, • Initiative, • Building Relationships, Collaboration and Teamwork, • Adapting to Change, • Accountability and Results Focused, • Communication Skills, • Cultural Competency and Respect, • Planning/Organizing JOB COMPETENCIES:, • Classroom management, • Instructional planning and delivery, • Tracking progress and reporting, • Student skill attainment WORKING CONDITIONS: Frequent meetings with clients, colleagues, and partners. JVS CULTURE: JVS is strongly committed to diversity and a workplace environment that respects, appreciates and values employee differences and similarities. By providing and supporting a work culture that fosters and builds upon diversity and its strengths, JVS will better serve our local communities and continue to provide quality services. JVS is an employment-at-will organization and an equal opportunity employer committed to maintaining a work and learning environment free from discrimination on the basis of sex, race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, JVS prohibits retaliation against an applicant or employee because he or she has engaged in protected activity under the statutes prohibiting discrimination in the workplace

Job Description Job Title: Per Diem Substitute Teacher Supervisor: Principal or designee Hours: Monday through Friday 8:00am-5:00pm Duration: As needed Compensation: $200/daily Description: Codman Academy Charter Public School is seeking Per Diem Substitute Teachers candidates to serve a grade K-12 school. Successful candidates have experience working in urban schools, and with special needs students and English Language Learners as well as classroom management expertise. If you are interested in becoming an educator working as a Substitute Teacher is a great way to sharpen your teaching skills while getting to know the inner workings of schools. See Additional Requirements for more details Responsibilities include (but not limited to): Reports to the school upon arrival at the school building, arriving 30 minutes early to review all materials and ensure preparedness before the students arrive in the classroom Maintain regular communication with Academic Support Coordinator and/or Principals regarding the daily schedule Manage, create and maintain a positive learning environment in the classroom Implement lesson plans Incorporate direct instruction, small group work, projects, and cooperative learning to engage all students Maintain regular communication with Academic Support Coordinator and Principals regarding the daily schedule Maintain communication with classroom teachers regarding lesson plans, student progress and routines Comfortable using various types of technology including but not limited to the Google suite, academic platforms, projectors, and video conferencing. Must be willing to enforce Codman Academy’s Habits of Scholarship Report all student incidents, including injuries, accidents, illnesses, and behavioral problems Implement lesson plans Share responsibility for celebrating grade level and school-wide activities Additional Duties: Perform any other tasks that are assigned to the absent staff on that day (bus duty, hallway, duty, study hall, recess etc.) Other duties as assigned Qualifications: Bachelor's Degree from an accredited college or university OR two years of college, Satisfactory CORI (Criminal Records check); those with a major in Education are encouraged to apply. Prior Substitute Training, Teaching Certification, Experience working with children and/or adolescents, Note: Per diem subs should note that substitute teaching assignments are subject to availability and no one is guaranteed an assignment, even after the application selection process is complete.

Job Description CSCA is an iconic New England landmark, and for more than 40 years has been highly acclaimed among the nation’s premier culinary schools. Here, students gain the essential knowledge and foundational skills a great culinary education demands – classic fundamentals of cooking and baking, history and influences of the world’s greatest cuisines, techniques for mastering common and exotic ingredients, and more. CSCA is seeking a part-time passionate Pastry Chef Instructor to teach in our Professional Pastry Programs. We are seeking an enthusiastic, professionally trained and experienced Chef with exceptional baking, teaching and customer service skills. You will be the catalyst to our professional students gaining confidence in a professional kitchen, learning culinary basic and advanced pastry techniques, methods and theory. Topics of study include: Fundamentals of Pastry Arts Theory and principles of French techniques used in making traditional pastries, including presentation, plating, and adaptation. Chemical function of ingredients and scalability of items for commercial baking, and explore the ingredients, tools, and techniques utilized in classic European desserts and pastries. Learn to make and identify choux, Viennoiserie, fillings, meringues, sauces, and cakes. Create intricate and delicious desserts that you will present and evaluate as a group. Combined Savory Component Students will learn to incorporate their growing pastry expertise into the savory side of food production, working with eggs, sauces, stocks, vegetables, meat, poultry, and seafood. Practice shaping pasta and pizza doughs, and develop full savory dishes utilizing a pastry or dough component. Students will complete meals drawn from a variety of international sources, preparing, presenting, and evaluating them as a group. Advanced Techniques & Presentations Advanced plating methods, chocolate tempering and molding, advanced pastillage and gum paste shaping, and the art of sugar pulling. Chocolate and sugar showpieces, wedding cake design, croquembouche, and confections, truffles, and classic French sweets. ESSENTIAL DUTIES AND RESPONSIBILITIES • Managing class size of up to 15 students, • Lecturing on class material; supplement with power point presentation (must be familiar with laptop, Power Point software, hdmi cables, television), • Assigning daily recipes to class; explaining recipes; managing class production of recipes; maintaining order in kitchen; managing set up and break down of class; assessing students’ recipes for taste, doneness, creativity, presentation, ability to follow direction, • Chef Instructors are responsible for issuing CSCA-issued quizzes, grading quizzes, and evaluating quizzes with students; reporting lab and quiz grades to Director of Education., • Chef instructors are responsible for delivering verbal assessments of student skill level daily and at midterm., • Chef Instructors are responsible for taking daily attendance and reporting attendance to Academic Supervisor/Director of Education, • Chef Instructors must attend quarterly faculty meetings, • Chef Instructors may be responsible for proctoring midterm and final practicums; tasting midterm and final practicums; and proctoring midterm or final written exams., • Chef Instructors are responsible for tutoring at-risk students., • Chef Instructors are responsible for supervising students as they check in the day’s ingredients, stock pantry items, pack ingredient box at end of class, break down and cleanup of kitchens, trash removal, kitchen sanitation, and compost removal, among other duties as assigned by Director of Education., • Set-up of kitchen and lecture space as needed, and inventory check at least 1 hour before the scheduled start of class., • Maintain the highest standards of safety and cleanliness., • Ensures all food items are cooked and served properly and under sanitary conditions., • Must be able to multi-task and have a full grasp of all activities occurring in the kitchen at all times., • Ensure that kitchen is organized and left in proper condition for the cleaning crew; this includes checking that all equipment is turned off, dirty dishes and equipment are left in good order for the dish washers, and leftover inventory items and equipment are returned to their proper locations ADDITIONAL DUTIES AND RESPONSIBILITIES • Perform other duties as needed, directed or assigned., • Must wear CSCA approved uniform at all times while instructing a class or representing CSCA. QUALIFICATIONS (EDUCATION/EXPERIENCE/KNOWLEDGE REQUIREMENTS) • Minimum of 5 years pastry arts/baking experience at a restaurant, bakery, catering company, commissary, or in other culinary capacity, • Minimum of 2 years culinary teaching experience, • General knowledge of Microsoft Office, • Must be diplomatic, patient, prompt, creative, flexible, fun, thrive in organized chaos, be able to manage, groom; and mentor individuals with different levels of cooking experience, • willingness to follow CSCA policies, procedures, and education philosophy, • Ability to communicate effectively with others, orally and in writing, • Candidates must be able to pass a CORI background check. WORK HOURS • THIS IS A PART TIME, PER DIEM POSITION THAT PAYS BY THE CLASS., • Class schedules may vary by week., • Number of classes scheduled will vary based on demand, skill set and availability. PHYSICAL DEMANDS The ability to lift 25 pounds, stand, kneel, sit, and walk for extended periods of time. Instructors may be on their feet for up to 8 hours at a time Instructors will need to handle and lift heavy kitchen equipment, chairs, tables. WORK ENVIRONMENT This job occurs primarily in commercial kitchens which may vary in temperature and humidity. Powered by JazzHR meXkq299Wt

Job Description Greenwood Shalom Tutoring Zone & Summer Enrichment 378 A Washington Street, Dorchester, MA. greenwoodshalom@gmail.com www.greenwood-outreach.org 617-282-1464 Job Description Job Title: Educator Status: Part Time (School Year); Full Time (School Vacation and Summer) Reports To: Director/ Site Coordinator Greenwood Shalom is a faith-based, academically focused program serving children in Boston. Salary range depending on experience $16.50 to $19.50 General Function: An educator will represent the Greenwood personally and professionally in accordance with the mission and goals of the Greenwood Shalom under the direction of the site coordinator. He/she will implement program activities for children, which provide for spiritual, social, academic and emotional growth and will adhere to the policies and regulations set forth by Greenwood Shalom After School Program and the Department of Early Education and Care. The safety and the overall welfare of the children, families, and communities are of primary importance. Job Criteria: 1. High School diploma and 3-6 months of direct care experience with school-aged children OR Bachelor’s degree in Education and 3 months of direct care experience with school-aged children., 2. Resume, 3. First Aid/CPR certification within 6 months of hire date., 4. Individual should like children and have the ability to work with and understand the needs of children. Have a commitment to working with children from a variety of backgrounds., 5. Must be a positive role model and be able to maintain a motivational, energetic attitude while conducting activities., 6. Required CORI and DFC check and fingerprint, 7. Current physical exam in past year ( Immunization record ) Responsibilities: · Provide a warm, safe environment for all children. Emphasize personal safety and wellbeing with children, parents and staff at all times. · Uses positive and effective methods of behavior management that stress teaching, not punishment. · Develop a positive rapport and communication with children, parents, and staff. · Attends monthly staff meetings and trainings as required by the Greenwood Shalom and EEC. · Acts as an academic resource to students and parents by reviewing homework, teaching study skills, providing enriching activities, arts and crafts, games and providing support when needed. · Reports all accidents immediately, and assists with necessary documentation. · Implements activities that foster creativity and cultural and academic awareness. · Working with students to help them understand key concepts, especially those learned in the classroom · Teaching skills to improve academic performance, including study strategies, note-taking skills and approaches to answering test questions · Demonstrating academic best practices for specific subjects and assignments, including research and writing tactics · Developing and distributing teaching materials to supplement classroom lessons, including study guides · Conducting practice tests to track progress, identify areas of improvement and help set goals for exam preparation · Providing students positive and constructive feedback · Offering feedback on progress to students’ parents and teachers where appropriate · Committed to working with students and families to support their academic, social, and emotional success throughout the summer. · Discover students’ unique needs by working and assessing the students and assist the Site Coordinator in adding to their academic portfolio to help each student plan to succeed. · Performs other duties as required by Director. General Management 1. Provide a warm, safe and Faith-centered environment for all children that is learning-oriented online and in-person., 2. Develop a positive rapport and continuous communication with staff, parents, teachers and school administrators when needed Responsibilities and Duties (In-Person) · Keeping the classroom and equipment clean and usable · Creating classes and ideas to engage children. · Ability to organize activities for youth 5-13 years old · Creative and attentive to details. · Employ patience, compassion, and a genuine appreciation of our children Program Management 1. Complete and execute a lesson plan for every activity, 2. Post daily schedule for students, parents and community partners to view, 3. Provide direction to volunteers, 4. Implement program schedules, 5. Possess a commitment to working with children from a variety of diverse backgrounds, 6. Oversee the use of the computer lab and other equipment, 7. Keep track of soft materials and hard equipment, where soft materials include such things as pencils, paper and like category of items; and hard equipment includes such things as computers, and like category of items Additional Responsibilities 1. Assume other activities and responsibilities, from time to time, as directed by Program Director., 2. Work with the Program Director in developing a Calendar of Events, 3. Work to upgrade knowledge in the trends in the Out-of-School Time field and education and skills, 4. With the Program Director, work in the updating of the short- and long-term goals of the program on a yearly schedule; as well as the evaluation of the program using EEC QRIS guidelines Education 1. Associate degree in a related field of education and at least one (1) year of direct school age childcare experience; or, 2. Bachelor’s Degree in Education and six (6) months of direct school age childcare experience or, 3. Bachelor’s degree in Social Work and (6) months experience of direct care with school age children, 4. First Aid/CPR certification within 6 months of hire date, 5. Experience working with urban youth that have academic challenges and, in some cases, behavioral challenges Personal Attributes 1. Must be at least 20 years of age, 2. A positive role model and able to maintain a motivational, energetic attitude while conducting activities, and or communicating with students and or parents, 3. Excellent organizational and interpersonal skills, 4. Knowledge of community and neighborhood resources specially to fulfill program needs, 5. Ability to develop collaborations with outside agencies, 6. Skilled in: time management, stress management and ethical decision-making, 7. Effective written and oral communication skills, 8. Effective negotiation and mediation skills, 9. Ability to read and interpret documents such as safety rules, EEC regulations, QRIS, and procedures., 10. Ability to write routine reports and correspondence., 11. Ability to speak effectively before groups of parents, funders, school administrators, teachers or community partners, 12. Knowledge in basic computer skills, Zoom, Class Dojo and Google Classroom a must. Working Conditions 1. Physical Demands a. Long hours sitting and or standing working with children which can cause muscle strain. The Site Coordinator may also have to do some lifting of supplies (up to 25 lbs.) from time to time 1. Environmental Demands a. May be interrupted frequently to meet the needs and requests of students b. May find the environment busy, noisy and will need excellent organizational time and stress management skills to complete required tasks. 1. Sensory Demands a. Include use of the computer, which may cause eyestrain and occasional headaches. The office may be noisy and busy making it difficult to concentrate 1. Mental a. The Site Coordinator deals with a very stressful environment as they may have a number of learning activities operating at one time, and may be required to deal with students, educators and or volunteers whose needs may differ, on an on-going basis. \nCompany Description GSTZ is an exciting LEARNING environment that focuses on students academics and homework completion in a fun and nurturing environment for children ages 5-13 and up to 16 for children with special needs, IEPs and 504 plans. We encourage children to believe in themselves and give them the tools to be more confident in their learning environments. GSTZ is an exciting LEARNING environment that focuses on students academics and homework completion in a fun and nurturing environment for children ages 5-13 and up to 16 for children with special needs, IEPs and 504 plans. We encourage children to believe in themselves and give them the tools to be more confident in their learning environments.

Job DescriptionOrton-Gillingham Teacher (Part-Time/Full-Time) Clearway School is seeking a dedicated and knowledgeable Orton-Gillingham Teacher to join our team on a part-time basis. This position requires a minimum commitment of three days per week and is ideal for an educator who is passionate about supporting students with language-based learning differences. In addition to providing Orton-Gillingham instruction, additional hours may be available as a teaching assistant. Responsibilities: • Provide individualized and small-group Orton-Gillingham instruction., • Monitor student progress and adjust instruction as needed., • Collaborate with teachers, specialists, and families., • Maintain accurate records and progress documentation., • Support classroom instruction and student learning as needed in a Teaching Assistant role. Qualifications: • Orton-Gillingham training required at a minimum at an Associate level, • Experience working with students with dyslexia, language-based learning disabilities, or other learning differences preferred, • Strong communication and collaboration skills, • Ability to be flexible and responsive to student and program needs, • Bachelors Degree required Schedule: • Minimum of 3 days per week approximately; 20+ hours per week., • Part-time position., • Additional hours may be available through classroom support and Teaching Assistant responsibilities as needed. About Clearway SchoolClearway School is a private special education school serving students with social, emotional, and learning challenges. We are committed to creating a supportive environment where students can build confidence, develop skills, and experience success.To apply, please submit your resume and cover letter to tclarke@clearwayschool.org

Job Description Join Our AoPS Academy as a Math Instructor! Are you passionate about math? Do you love inspiring young minds in an engaging, collaborative classroom setting? We have the perfect opportunity for you! We are currently hiring instructors for the academic year 2026-2027. The Part-Time Instructor will: • Teach Engaging Curriculum: Use company-created curriculum and materials designed for advanced students to lead small classes in math., • Engage Students: Actively involve students in each class or student-led learning., • Classroom Management: Expertly manage up to 16 students., • Grade & Provide Feedback: Provide feedback on tests., • Build Relationships: Connect with students and families to make a lasting impact on their educational journey., • Inspire Learning: Encourage a love for learning and critical thinking in math. The Ideal Candidate has: • A Bachelor's degree is required., • A Bachelor's degree in a STEM-related or educational field is strongly preferred., • Strong content knowledge in math., • Experience teaching or tutoring students., • Classroom teaching experience at the K-12 level is preferred. Not Required: • A formal teaching credential is not required for this position. Schedule: • AoPS Academy is an afterschool program with classes in the evenings and on weekends. Candidates must be available to teach during weekday after-school hours (as early as 4pm) and/or on weekends., • This position requires a minimum initial commitment of about 3 hours per week for each assigned class., • Each course meets once per week for 1 hour 45 minutes. Campus Location: • This is an in-person position at our Cambridge location, • Candidates must be located in Cambridge, MA or the surrounding area and must be able to commute to our campus. Why Join AoPS: • Pay Rate: $37.00 - $37.25/hour, • Impact: Directly teach and inspire advanced students in small classroom settings, fostering critical thinking and a love for learning while making a lasting impact on students' educational journeys, • Culture: Join a team of passionate educators dedicated to discovering, inspiring, and training the great problem solvers of the next generation through engaging, student-led learning, • Benefits: Paid sick leave, employee discounts on classes and programs, • Future Planning: 401(k) retirement plan with company matchAbout AoPS Academy, • AoPS Academy is a year-round educational enrichment program., • Since 1993, AoPS has prepared hundreds of thousands of students for college and career success through engaging curriculum, expert online instruction, and local, in-person academies., • AoPS Academy is a program of Art of Problem Solving, a global leader in K–12 advanced education. AoPS Academy brings the AoPS methodology to small live physical and virtual classrooms. We offer a world-class curriculum in math, science, and language arts for students in grades 1-12, creating an environment where exploration meets challenge, right in your local neighborhood. Students learn in small classes led by accomplished instructors and collaborate with a peer group who share their passion for learning., • We have opened 20+ academies across the nation since 2016 and are still growing! In order to be considered for this position you must be legally authorized to work in the US. We are unable to offer sponsorship, including STEM-OPT and H-1B.

Job Description Summary: The Reading Support Teacher position is designed to provide small group services to students needing supplemental instruction in Reading and the Language Arts. Major Responsibilities: Provide instruction to small groups of students Assist with educational assessments such as DIBELS Implement and monitor student progress computer-based programs such as i-Ready, Lexia Core, and Read Naturally Meet with supervisors and teachers for planning purposes Write progress notes and collect data Other additional duties may be assigned without additional compensation or stipend Required Qualifications: Bachelor’s Degree MA Teacher Certification or Highly Qualified Strong background in multisensory structured language teaching Basic knowledge of instructional technologies Successful prior teaching experience; 3 or more years preferred, especially in reading or special education Preferred Qualifications: Master’s Degree Reading Specialist certification, strongly preferred *Candidate must be flexible during pandemic times in order to support with remote and hybrid learning models Hours: typically 20 hours per week

Job DescriptionEducation & Tutoring Expert Role Type: Contractor Location: United States | Remote We are seeking Education & Tutoring Experts to support an AI training project. You'll use your teaching and tutoring expertise to participate in realistic educational conversations and help improve AI systems. No prior AI experience is required. Key Responsibilities • Participate in one-on-one tutoring and educational conversations., • Explain concepts and answer questions clearly., • Adapt teaching methods to different learners and skill levels., • Demonstrate active listening, questioning, and student engagement., • Provide constructive academic feedback and guidance., • Simulate realistic teaching and tutoring scenarios., • Follow project guidelines to ensure high-quality interactions.Required Skills, • Education, • Teaching, • Tutoring, • Academic Coaching, • Communication, • Active Listening, • Student EngagementPreferred Qualifications, • Experience as a Teacher, Tutor, Educator, Academic Coach, or Mentor., • Experience with one-on-one teaching or tutoring., • Strong verbal communication and interpersonal skills., • Ability to explain complex concepts clearly., • Patient, supportive, and learner-focused approach., • Comfortable working remotely and participating in paired sessions.

Job Description Start Date: October 2026 Department: Science Department Reports To: Upper School Director 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 is seeking a part-time (60%) Upper School Robotics Teacher & Program Coordinator to lead and grow the school’s robotics program while contributing to the academic life of the Upper School. This position combines teaching, mentorship, and program leadership, with a focus on competitive robotics and interdisciplinary engineering experiences for students. The Robotics Teacher and Program Coordinator will be a member of the Upper School Science Department and will collaborate closely with colleagues in Arts, Computer Science, Engineering, and the Technology Department. Because robotics sits at the intersection of many disciplines—including physics, programming, fabrication, and design—strong collaboration with faculty across departments is essential to the success of the program. This position is based in the Upper School and includes both teaching responsibilities and leadership of the school’s competitive robotics program. Additional responsibilities will vary according to current program needs and new initiatives as determined by the Department Chair and the Upper School Director. Key Tasks and Responsibilities: Key functions for this position include, but are not limited to: Lead and support the development of a Robotics Lab, creating and implementing systems and processes for a sustainable robotics ecosystem. Plans and develops an engaging, age-appropriate course of study in Robotics, CAD, or digital fabrication electives in the classroom, adhering to educational best practices and curriculum guidelines, emphasizing teamwork, leadership, and engineering design thinking. Guide continued development of FIRST Robotics Competition (FRC) program while serving as lead mentor. Supervises the behavior of students in the classroom, school grounds, and educational trips, and discusses academic difficulties or behavioral problems with students as they arise. Mentor student leaders within the Robotics Program, support collaborative problem solving and project management, and coordinate mentors and volunteers who support the Robotics Team. Communicates progress and concerns with tact and professionalism to parents and, as appropriate, other faculty, staff, and/or campus Director. Builds and maintains positive relationships with parents, students, and colleagues. Enforces safety and security standards for students, staff, and visitors. Maintains required paperwork for individual student files, attendance and incident reports, and other necessary records. Monitors halls, study periods, and lunchrooms with other faculty and staff. Participates in faculty meetings, educational conferences, in-service opportunities, workshops, and other training seminars. Maintains knowledge of research, developments, and best practices. Performs other related duties as assigned. Requirements, Skills, and Competencies: The ideal candidate will bring a combination of teaching experience, engineering knowledge, and enthusiasm for mentoring students. A Bachelor's degree in Engineering, Education Technology, or a related field is required. Master's Degree preferred. Experience with FIRST Robotics Competition (FRC) or other competitive robotics programs. Experience mentoring or coaching robotics teams. Proficiency in programming languages such as Java, Python, or similar robotics programming environments. Experience with CAD tools such as Onshape, SolidWorks, or similar. Familiarity with fabrication tools such as 3D printing, CNC, laser cutting, or shop equipment is preferred. Experience working with students in educational settings. Strong collaboration, organizational, and communication skills. Possess a passion for art and teaching that contributes to a dynamic and engaging classroom experience for students. Work effectively with a diverse group of people, including students, parents, faculty, and staff. Thrive as part of a collaborative team of colleagues within the Science Department and with teachers in other disciplines. Demonstrate dedication to supporting adolescent growth and development. Value advancing students’ knowledge and affirmation of themselves and others.

Job DescriptionK–12 Science Teacher Full-Time | Malden, MA About Mystic Valley Regional Charter School (MVRCS) Founded in 1998, Mystic Valley Regional Charter School (MVRCS) is a high-performing public K–12 charter school located in Malden, Massachusetts, serving more than 1,750 students. Student success at MVRCS is driven by exceptional educators, a carefully selected and faithfully implemented curriculum, high expectations, and a commitment to traditional pedagogy. MVRCS is consistently ranked among the top public schools in Massachusetts, New England, and across the nation. Our graduates achieve outstanding success at the post-secondary level, reflecting the strong academic foundation built during their time at Mystic Valley. Students in Grades K–12 attend school for 200 instructional days each year and benefit from an extended school day, approximately 60 minutes longer than most traditional public schools. These elements enable MVRCS to deliver on its mission of providing all students with access to a world-class education. Position Overview Mystic Valley Regional Charter School is seeking a dedicated and knowledgeable K–12 Science Teacher to join our academic team. The Science Teacher will be responsible for delivering high-quality science instruction aligned with MVRCS's established curriculum, instructional methodology, and academic expectations. Teaching assignments will be based on the needs of the school and may include science courses across the elementary, middle, and/or high school grade levels. MVRCS's high school program also includes the rigorous and internationally recognized International Baccalaureate (IB) program, and upper-school teaching assignments may include IB coursework depending on the candidate's background and experience. The ideal candidate is an engaging educator with strong science content knowledge, excellent classroom management skills, and a commitment to helping students develop a strong foundation in scientific concepts, inquiry, and critical thinking. Key Responsibilities Deliver high-quality science instruction in assigned grade levels and courses within Grades K–12 Implement MVRCS's established science curriculum with fidelity and in accordance with school-wide instructional expectations Plan and deliver engaging, structured lessons with clear and measurable learning objectives Teach assigned classes according to the school's academic schedule and curricular requirements Incorporate age-appropriate demonstrations, investigations, experiments, and hands-on learning opportunities to reinforce scientific concepts Assess student progress regularly and provide timely, meaningful feedback Prepare progress reports and report cards in accordance with school expectations Administer standardized and school-based assessments as directed by the Science Department Chair and Leadership Team Analyze student performance data and adjust instruction to support student growth and achievement Collaborate with colleagues to align curriculum, analyze data, share best practices, and strengthen science instruction across grade levels Maintain a structured, safe, and academically focused classroom environment using the school's established discipline model Ensure the safe and appropriate use of science materials, laboratory equipment, and classroom resources, when applicable Communicate effectively and professionally with students, families, colleagues, and school leadership Participate in staff meetings, professional development, and other school-wide initiatives Perform additional responsibilities as assigned by the Science Department Chair and/or school leadership Qualifications Bachelor's degree in Science, Education, or a related field required Strong knowledge of scientific concepts and the ability to effectively communicate them to students Strong written and verbal communication skills Ability to plan and deliver instruction aligned with established curriculum and school goals Ability to analyze student performance data and adjust instruction accordingly Demonstrated ability to establish and maintain positive relationships with students, families, and colleagues Strong organizational, planning, and time-management skills Collaborative mindset and ability to work effectively as part of a team Flexibility and willingness to teach science courses based on school and student needs Previous teaching experience preferred Experience with laboratory-based or hands-on science instruction preferred, particularly for secondary-level assignments Successful completion of applicable MTEL exams within one year of employment Additional Information Full-time position Teaching assignment will be determined based on school needs and the candidate's qualifications and experience Annual appointment with yearly performance evaluation Equal Opportunity Employer Mystic Valley Regional Charter School is an equal opportunity employer. All qualified applicants will be considered without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran status, disability, or any other status protected by applicable law. Please note: COVID-19 vaccination is not required for this position. Powered by JazzHR S1vgXAZxYU

Job Description Job Responsibilities: In this role, you will manage and oversee a math tutoring center, working with students, training tutors, communicating with parents, and running center operations. This is a full-time position, and has a starting salary of 60-80k per year with health insurance and paid time off. Who We Are: Across North America and all over the world, Mathnasium Learning Centers are committed to teaching children math so that they understand it, master it, and love it. Our world-class curriculum is built upon the Mathnasium Method™— the result of decades of hands-on instruction and development — and has changed the lives of children since 2002. Why Work with Mathnasium: At Mathnasium, we’re passionate about both our students and our employees! We set ourselves apart by providing Center Directors: A rewarding leadership opportunity to transform the lives of 1st-10th grade students A full-time, salaried position A fun, supportive, and encouraging work culture Opportunities for professional development Continuous training on education, sales, and management best practices All necessary curriculum and instructional tools If you are driven, motivated, and eager to make a difference, we would love to meet you! Job Responsibilities: Manage and oversee all aspects of day-to-day operations in the center: Student Progress - Create effective learning plans; monitor student pace of progress and reassess as necessary Parent Communication - Send regular progress updates to parents; respond to parents’ ad-hoc inquiries about math issues, test results, teacher feedback, etc. Training Instructors - Onboard and certify new instructors; conduct regular observations and provide feedback to instructors; assist with instructor recruiting Center Operations – Create weekly and daily schedules, restock prize cabinets, and do whatever else it takes to run the center well! Qualifications: Passion for math and working with students Excellent interpersonal and organizational skills Ability to cultivate teamwork and balance various leadership responsibilities Math competency through at least Algebra I Completed Bachelor’s Degree, preferably in education, math, or related field Previous management or leadership experience preferred Previous customer relationships & sales experience preferred All applicants are required to take a math literacy test (through 8th grade math) to demonstrate math proficiency, provide work authorization, and pass a background check.

Job DescriptionDescriptionBranch: Education and Training Position Title: Substitute teacher for Remote or hybrid ESOL Instructors: Beginner – Advanced levels available, YMCA International Learning Center (ILC) BostonPosition Type: substitute teacher ESOL Instructor position: all levels Substitute for Morning, afternoon, or evening ESOL classes from September 2024-June 2025 Pay includes: Hours of instruction and lesson planning + teacher meeting (for long-term subs)Teaching in-person or remotely using Zoom and Google Classroom Come and make a difference in people’s lives! The YMCA ILC Boston has been helping immigrants learn English and develop employment skills to improve their lives for over 24 years. Requirements: · Bachelor’s Degree required; Education background preferred · TESOL, TEFL, TESL certificate preferred · Proficient in Microsoft Office Suite, Google Suite, and Zoom · Eligible to live and work in the US · Sensitive to socio-economic and ethnic minority issues · Strong communication skills, inter-personal skills, and classroom management skills · Able to participate in paid Professional Development · Able to work independently and as part of a team · Comfortable learning and using web-based file storage i.e., Google Docs, SharePoint, etc. · Eager to contribute to a collaborative working environment · Bilingual a plus Key Responsibilities Description of Position: · Substitute for our General English Classes to adults of diverse linguistic, cultural, religious, socio-economic and educational backgrounds · Incorporate adult learner goals into coursework for a student-centered and goal oriented ESOL class · Develop lesson plans and deliver engaging and contextualized lessons which integrate academic and employment skills utilizing the Massachusetts English Language Proficiency Standards (ELPS) · Provide a safe and inclusive classroom environment that fosters students’ language production. · Select and adapt materials, educational apps, and web resources for Google Classroom and Zoom. · Present clear content and language objectives to students for each class. · Incorporate digital literacy skills into class content and coursework. · Collaborate with Education and Career Advisor to ensure that all students are progressing with their personal, education, and career goals. · Work collaboratively with peers on curriculum review, common planning and program improvement · Communicate classroom/student issues to Program Director in a timely manner Description of Administration: · Keep accurate and timely attendance records · Attending teacher meetings (for long-term subs)· Document weekly lesson plans in Google drive.

Job Description:\n\nCompany Description\n\nOur Mission\nTogether with our families and communities, we create joyful and identity-affirming schools where students achieve excellent and equitable academic outcomes. We believe doing this ensures that our students are prepared to pursue any path they choose — college, career, and beyond — so they can lead fulfilling lives and build a more just world. Our program is based on:\n\n A focus on high-quality instruction supported by rigorous professional development to ensure that our students develop the academic skills necessary to pursue the life they choose.\n A high regard for character development to ensure that our students and staff celebrate and develop their character and identity strengths.\n An emphasis on family engagement, because we believe that our students are most likely to be able to maximize their potential when we work in partnership with our students and their families.\n A focus on college readiness for all students so that all students can make choices about their post-secondary education and future.\n\nWhat We Do\nWe seek to provide a world-class education for students from educationally underserved communities in Lynn and Boston. Our student demographics mirror those of neighborhood schools in terms of race, socioeconomic status, Multilingual Learners (MLL), and students who receive special education services.\nOur promise to families is that their children will enter college and the professional world able to thrive academically due to their literacy, numeracy, and core knowledge in science and social studies. We also promise that our students will develop the zest for learning and grit necessary to persevere as they climb the mountain to and through college and career. Our graduates will be prepared to return to their community as teachers, leaders, and architects of continued growth in Lynn and Boston.\nWho We Are\nKIPP Massachusetts began enrolling students in 2004. We currently hold two charters, operating two “districts.” Our first district, KIPP Academy Lynn Charter School, is based in Lynn, MA. Our second district, KIPP Academy Boston Charter School, is based in Mattapan, MA. Each district is housed on one or more “campuses,” which we use to refer to different grade spans, for example, elementary grades, middle school grades, or high school grades.\nIn Lynn, KIPP Academy Lynn Elementary (serving grades K-4), KIPP Academy Lynn Middle (serving grades 5-8), and KIPP Academy Lynn Collegiate (serving grades 9-12), are all under our Lynn charter. Admission to any grade in the Lynn district is admission to all remaining grades in the Lynn district K-12. 74% of our students in Lynn are Hispanic, 15% are Black, 3% are multiracial, 5% White, and 4% Asian. \nIn Boston, KIPP Academy Boston (serving grades K-8) is under our Boston charter. Admission to any grade in the Boston district is admission to all remaining grades in the Boston district K-8. 36% of our students in Boston are Hispanic, 59% are Black, 3% are multiracial, 1% are White, and 1% are American Indian or Alaskan Native.\nAcross both districts, we serve over 2,200 students. KIPP MA has a Regional Office, with teams such as Teaching and Learning, Talent and Operations, which supports both districts.\nKIPP Foundation\nKIPP Massachusetts partners with the KIPP Foundation, which is a non-profit national network of college-preparatory public charter schools serving elementary, middle and high school students. The KIPP Network has a 30+ year track record of preparing our students in educationally underserved communities for success in college and life.\nThe KIPP Public Schools Network is made up of 278 K-12 schools, 28 regional support organizations, and the nonprofit KIPP Foundation. We are a national network with nearly 16,500 educators and 190,000 students and alumni. Together, we continually raise the bar for teaching and learning, then ensure success in one classroom travels across our network to hundreds more. We believe that excellent academic, safe and structured schools, empowered teachers, an emphasis on character development and support through college and career are the foundation for student success, and we strive to provide this for every student.\nAll KIPP schools, whether they are in Massachusetts or in other states, are part of the free public school system in their respective states and enrollment is open to all students. KIPP public charter schools are given more academic and budgetary flexibility than traditional public schools, and in exchange commit to deliver high-quality academic results for students.Job Description\n\nLead Teacher, Special Education, Substantially Separate Program - KIPP Academy Boston Charter School\nThe Special Education Sub-Separate Lead Teacher sub-separate classroom (specialized program) will be responsible for instructing a small group of students in some or all core content areas (Math, Reading, Humanities and Science) along with other classroom support including aides and/or other teachers, as appropriate. The Special Education Sub-Separate Lead Teacher will also be responsible for working collaboratively with classroom teachers to support students' during inclusion opportunities. Special Education Sub-Separate Lead Teachers ensure that all of our students are growing and achieving by providing students with a variety of supports in the areas of social/emotional skills and academic skills. Additionally, Special Education Sub-Separate Lead Teachers are case managers for a group of Special Education students, which includes writing and managing IEP paperwork and meetings, communicating with families about student progress, advocating for students as needed, and assisting teachers in creating and managing accommodations and modifications for particular students.\n \nThis multifaceted role is ideal for flexible and creative teachers who are passionate about serving our highest-need students and are excited by the challenge of determining the root cause of challenging behaviors and using positive supports to help students build social/emotional skills and independence. Prior experience in working with students with moderate to severe disabilities and/or who present with challenging behavior and/or social/emotional needs is preferred. Prior experience with Special Education laws and paperwork is a bonus, but is not required for the role; Special Education Sub-Separate Lead Teachers receive training and assistance from our regional Special Education team. Special Education Sub-Separate Lead Teachers are empowered to use their expertise to do whatever it takes to help our students succeed. \n \nThis role requires consistent and reliable demonstration of the following essential job functions and key responsibilities:\n\n \nKEY RESPONSIBILITIES\n \nClassroom Responsibilities\n \n\n \n Be the lead teacher for 1 to 4 content areas and/or instruction based on IEP goals (included but not limited to: content, functional skills, etc. depending on the cohort of students) for a small group of students. In doing so, the Special Education Sub-Separate Lead Teacher will:\n \n \n Create and internalize daily aligned lesson plans, unit plans, rubrics and assessments\n \n Modify standards across 1-4 content areas to meet the needs of students in the program\n \n Ensure modified grading scale is implemented as needed per IEPs\n \n Set specific, ambitious goals with all students and identify and leverage all necessary resources to ensure they meet them\n \n Use best practices for special education to execute engaging instruction at a level rigorous and accessible for all students\n \n Infuse core values into daily lessons and every school practice\n \n \n Complete Functional Behavior Assessments (with BCBA guidance), as needed\n \n Provide healing-centered instruction and create a healing-centered environment as part of the classroom culture\n \n Collaborate with psychologist to develop and run trauma-informed, social-emotional, and life skills group\n \n Ensure that all children feel affirmed, valued, and challenged every day\n \n Execute of MCAS Alt portfolios (for applicable students)\n\n \nSchool and Professional Responsibilities\n\n \n Obtain required MTEL and SEI endorsements with financial support from KIPP MA within the first year of employment (please review this doc to see requirements). Preferred: Obtain special education licensure as soon as qualified to do so.\n \n When needed, provide secondary support in content areas where not leading the classroom or content\n \n Design, execute, and refine the vision for student culture alongside school leaders\n \n Ongoing progress monitoring of student progress towards academic and social-emotional functioning\n \n Lead the 504 and IEP process for all students in the classroom\n \n Work collaboratively with counselors and other members of the team to create and implement Behavior Support Plans\n\n \n Participate in school-wide and individual professional development, including pre-service training over the summer and weekly during the academic year\n \n Take ownership for the development of your craft and seek feedback from your coach (meet 1x/1-2 weeks with coach, implement feedback, engage in co-planning and active practices, participate in live coaching, etc.)\n \n Perform necessary support duties including (but not limited to) coverage, bus, lunch, and dismissal duties\n \n Develop strong relationships with families through participating in school events and consistent phone calls home\n \n Be willing to offer support and receive constructive feedback from colleagues in order to create a professional working atmosphere that is conducive to accountability, change, and improvement\n \n Collaborate with grade level and content teams to tackle common challenges and implement grade-wide systems, sharing responsibility for all students\n \n Collaborate with related service providers and general education teachers \n \n Dependable attendance according to our school calendar\n\nGeneral Requirements and Responsibilities\n\n \n Embody KIPP MA’s Code of Conduct by acting with integrity, leading with humanity, centering self-awareness and critical consciousness, taking personal responsibility, and engaging productively\n \n Participate and engage in regional professional development and community events as required\n \n Demonstrated ability to collect and interpret data, evaluate, reason, define problems, establish facts, draw valid conclusions, and make reasonable judgments and decisions in a timely manner in accordance with the needs of the school\n \n Self-awareness, flexibility and emotional intelligence to navigate a setting with students who express diverse needs\n \n The consistent use of interpersonal and self-management skills to effectively support behavioral and emotional needs of students to ensure a safe and inclusive environment, as well as build relationships and manage conflict with students, staff, and caregivers\n \n Effective communication skills to perform assigned duties and to meaningfully exchange information with students, staff, families and others in person, through written communication, in front of groups, and on virtual platforms\n \n Physical mobility to move self in various positions in order to execute duties effectively, which may include kneeling, walking, pushing/pulling, squatting, twisting, turning, bending, stooping and reaching overhead\n \n Physical strength sufficient to periodically lift and/or carry 20 pounds of materials or supplies and to physically restrain a student to keep from harming themself and/or others in an emergency situation\n \n Manual dexterity sufficient to perform repetitive hand/wrist/arm motions and to operate a computer and office equipment\n\nKIPP MA teachers are supported in their demanding work by experienced and dedicated leadership and staff who have themselves proven successful in the teaching role. Our leaders maintain consistent school-wide systems and procedures - academic, behavioral, cultural, logistical - designed to permit teachers to do their best work. \nIn addition to the responsibilities listed above, there will occasionally be other duties as assigned that teachers will engage in to help promote a positive and calm learning environment and culture.\nQUALIFICATIONS\n\n \n Deep alignment with KIPP MA’s mission and values, including the unwavering belief in the high potential of all students\n \n Demonstrated ability to drive student growth and achievement and to create a warm, inclusive, rigorous learning environment\n \n Passion for Special Education and Healing-Centered Learning, and a demonstrated commitment to professional learning\n \n 2+ years of full-time teaching experience (in Special Education preferred)\n \n Preferred: Special Education licensure\n \n Prior experience with Special Education laws and paperwork (preferred, but not required)\n \n Bachelor’s Degree required\n \n Computer literacy and baseline familiarity with Google Suite\n \n Pass Criminal Background Check\nAdditional Information\n\nWhat We Offer\nThe minimum base salary for this exempt position is $63,000 to $102,500 (per 1.0 FTE/45 hours per week), depending upon years of relevant experience after your Bachelor's degree and any advanced degrees (+$3,000 for 1st advanced degree and +$1,500 for 2nd advanced degree). The role includes a $1,000 signing bonus—and an annual $2,000 retention bonus in subsequent years, as well as other bonuses, when eligible. This role follows our School Year calendar. For more about what we offer, how to apply and more about KIPP MA, please visit this link HERE.\n \n \nKIPP MA is an Equal Opportunity Employer. We believe in building a vibrant and welcoming school community that advances our mission of ensuring that all KIPP students graduate with the skills and confidence to lead fulfilling lives. This includes a commitment to attracting and developing individuals who understand the experiences of the students and communities we serve. We hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability.

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! Position Summary: This is a part-time faculty position. You will be teaching 2-4 days a week in person. We are hiring for both Fall (now – December 21, 2026) and for Spring (January 4, 2027 – May 11, 2027). Franklin Cummings Tech invites applications for Adjunct Faculty to teach in-person General Education courses that prepare students for success in both technical careers and lifelong learning. We seek dynamic educators who believe that mathematics, communication, science, and the social sciences are essential components of workforce preparation and who can make course content relevant to students pursuing careers in skilled trades and emerging technologies. Adjunct faculty may teach one or more courses in the following disciplines: · Mathematics (Fundamental Mathematics and College Algebra) · English Composition and Communication · History · Social Sciences (Sociology, Psychology, Environmental Science) Our students are preparing for careers in fields including HVAC/R, Practical Electricity, Automotive Technology, Building Energy Management, Biotechnology, Opticianry, Cybersecurity, and other technical programs. Successful candidates will demonstrate the ability to connect General Education concepts to real-world technical, workforce, and industry applications while fostering critical thinking, communication, problem-solving, and quantitative reasoning. This is an on-campus instructional position. Faculty are expected to teach assigned courses in person and actively contribute to an engaging, inclusive, and student-centered learning environment. Major Duties and Responsibilities: Teaching and Learning • Teach assigned General Education courses using approved syllabi and established student learning outcomes., • Design and deliver engaging, student-centered instruction that integrates academic concepts with technical, workforce, and career-focused applications., • Help students understand the relevance of General Education to their chosen professions through authentic examples, case studies, applied projects, and interdisciplinary learning., • Foster critical thinking, communication, collaboration, quantitative reasoning, scientific inquiry, and ethical decision-making., • Create an inclusive classroom environment that supports diverse learning styles and backgrounds., • Utilize instructional technology and the Canvas Learning Management System to enhance student learning., • Assess student learning through multiple measures and provide timely, constructive feedback., • Maintain accurate attendance, grading, and course records. Student Success • Hold regular office hours to support student learning and academic success., • Respond promptly to student communications., • Identify and support students experiencing academic challenges by utilizing the college's early alert systems and referring students to appropriate campus resources., • Collaborate with Academic Affairs, Student Affairs, and Student Success staff to promote student persistence and completion. Curriculum and Assessment • Teach using departmental curriculum while incorporating relevant examples from technical industries and workforce settings., • Participate in curriculum review, assessment of student learning outcomes, and continuous improvement initiatives., • Contribute to the development of innovative instructional approaches that strengthen the connection between General Education and technical education., • Maintain academic standards consistent with departmental and institutional expectations. Professional Responsibilities • Complete required adjunct orientation and Canvas training before the semester begins., • Participate in departmental meetings and professional development opportunities as requested., • Communicate effectively with the Director of General Education and other college personnel., • Support the mission, values, and strategic priorities of Franklin Cummings Tech., • Maintain professionalism, accountability, and respect in all interactions with students and colleagues.Requirements: Required Qualifications - Candidates must possess: • A master's degree in the teaching discipline or a closely related field, or a bachelor’s degree with at least 2-3 years of teaching experience., • Mathematics, • English, • History, • Sociology, • Psychology, • Environmental Science In addition, candidates should demonstrate: • Previous teaching experience, preferably at the college level, • Experience teaching diverse student populations., • Strong communication, organizational, and interpersonal skills., • Commitment to equitable and inclusive teaching practices., • Ability to connect academic content to workforce, career, and technical education pathways., • Experience using Canvas or another learning management system, or willingness to learn. Preferred Qualifications • Community college teaching experience., • Experience teaching first-year, developmental, or gateway General Education courses., • Experience teaching students enrolled in career and technical education (CTE) programs., • Familiarity with contextualized instruction that integrates academic content with industry and workforce applications., • Experience using active learning, project-based learning, and culturally responsive teaching practices., • Experience with online or technology-enhanced instruction., • Bilingual or multilingual candidates are strongly encouraged to apply.

Job Description Organization Overview Excel Academy was founded in 2003 with the mission to provide a high-quality education to students in East Boston and Chelsea. Over the years, we have grown from one middle school to a network of four schools with 1,400 students in grades 5 to 12. At Excel Academy Charter Schools, we believe that when a student has the support and tools to pursue a productive post-secondary pathway aligned to their personal identity and values, it can fundamentally change their life trajectory. We present our students with educational experiences that allow them to grow and discover their best selves so that when they leave our halls, they can successfully navigate all of the post-secondary options available to them. You can read more about the impact of the Excel Academy model here. At Excel Academy we learn from our students, families, and staff and make improvements. We have increasingly adapted to provide a holistic education that values our community as collaborators in the learning process, social-emotional support, equity for diverse learners, and fosters identity development. We prioritize an approach that is both rigorous and inclusive. Our team of passionate, intelligent, driven, and loving staff are at the core of the work we do. Growth Happens Here. About the Role The Associate Dean of Culture will co-lead the management of student culture and behavior, and work to ensure that 100% of students meet Excel’s behavioral targets. We believe routine and structures in school create predictability for students and allows for student to thrive, be emotionally safe, and find belonging in school. Duties and Responsibilities Proactively plan and execute systems to drive positive student behavior and create an academics-focused culture of achievement • Support the Dean of Culture with analysis of student behavior data, • Proactively train key constituents in Excel’s behavior systems, • With the Dean, develop and teach New Staff Orientation lessons, • With the Dean, lead workshops during all-staff Summit, • Support GLT leaders in their work planning and executing student orientation, • With the school admin team, develop and deliver parent orientation sessions, and conduct follow-up meetings with parents who do not attend, • Empower teachers as managers of student discipline and behavior, • Provide feedback to staff members in their classroom management during break, lunch, Focus, and instructional time, • Build strong relationships with staff members; seek feedback and provide feedback, • Ensure a cycle of communication with teachers following referrals, • Maintain a strong, public presence throughout the school day, • Plan, oversee, and execute designated Character Education program:, • Provide leadership, curricular and organizational support to Grade Level Teams in executing culture-focused homeroom activities daily., • Plan and teach the 5th Grade Life Skills course, • Plan and teach the 6th Grade Mindsets course, • Enforce the code of conduct and maintaining a strong, public presence throughout the school day, • Oversee school-wide intervention and incentive programs, • Plan and execute student groups as determined by the Dean Team, • Oversee positive PREP Program, • Support Dean is execution of:, • Daily Detention Program, • Friday Extension Program Respond to issues relating to behavior or discipline • Serve as an investigator and parent contact for student disciplinary issues and concerns, conferring with the Dean of Culture, Head of School and teachers as needed., • Investigate reports around student behavior or incidents; determine appropriate responses and consequences in conjunction with Dean, • Communicate with parents about disciplinary issues, • With direct support of Dean, oversee and execute ICR procedures, including apology and reentry protocols, • Proactively and promptly communicate with staff regarding status of students in investigations, referrals, suspensions and re-entry, • Manage daily attendance and uniform referrals, • Manage “Dean’s office traffic” from 7:30 – 8:20 am, including processing uniform referrals and late students, • Communicate updates on students to staff in a timely manner, • Monitor attendance of frequently-absent students; provide regular updates to administrators, • Administer consequences for repeated tardiness, • Communicate with families and/or create attendance contracts, as needed Support effective execution of student interventions and supports • Serve as a member of the Student Support team, • With student advisors, develop, execute and/or oversee individualized interventions and supports for particular students as needed, • Support Dean of Student in driving accountability for student support systems and communication expectations Serve as a productive member of the Excel Community • Participate in generating and upholding Excel Staff norms, • Provide coverage when needed, • Follow the appropriate protocol when absent to request coverage, • Serve as a member of a GLT and homeroom team:, • Meaningfully participate in Friday meetings, school PD and family conferences, • Do whatever it takes to ensure the mission of the school is fulfilled Qualifications • A minimum of two years teaching experience in an urban public school or charter school setting preferred;, • The ability to speak Spanish preferred;, • Measurable evidence of driving student achievement gains;, • A commitment to addressing inequity in education;, • An unwavering commitment to and belief in the mission of Excel Academy Charter Schools, including Excel’s values and educational model;, • The ability to focus and thrive in a fast paced, entrepreneurial environment;, • The ability to work effectively in a team environment and the willingness and desire to support others in doing their best work; and, • An entrepreneurial spirit that reflects an openness to change, a willingness to problem-solve, and an interest in developing new ideas & programs.

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. 1. 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. 1. 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. Our Approach to AI and Your Application At Uncommon Schools, we value thoughtful use of technology. Your responses should begin with your own thinking and reflect your authentic voice, experiences, and commitment to our mission. Generative AI can be used to refine or organize writing, but not to generate initial responses or replace your ideas. Every application is reviewed by a member of our Recruitment Team, and we are committed to understanding the person behind the application. Compensation Compensation for this role is between $71,000 to $116,000. 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 $71,000. 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 Transit Commuter Benefit with employer subsidy toward eligible transit expenses Paid leave of absence options (parental, medical, disability, etc.) Mental health and counseling support + wellness benefits *A detailed list of all SY 26-27 benefits is located HERE. 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 recruitment@uncommonschools.org.

Job DescriptionDescriptionLocations: Dorchester, Jamaica Plain, Hyde Park, West Roxbury, and Brighton. The YMCA of Greater Boston is seeking dedicated and energetic Part-Time After School Preschool Teachers 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 Preschool 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., • Compliance and Safety: Adhere to all EEC regulations and YMCA policies, including health and safety standards. Maintain accurate records related to student participation, progress, and incidents. Participate in online training - Bloodborne Pathogens, Sexual Harassment, and Child Abuse Prevention - within the first 60 days of employment. #indcd Qualifications • 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 Preschool 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., • Additional Requirements: Ability to pass background checks and provide proof of required vaccinations and health screenings. BenefitsWhy work at the Y? 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 Organization Overview Excel Academy is a network of 5 schools in Massachusetts and Rhode Island that prepares students in grades 5-12 to succeed in high school and college and engage productively in their communities. The majority of our 1,700 students identify as Latinx or Hispanic and will be the first in their families to graduate from college. Families choose Excel because our students consistently outperform their peers in growth and achievement and are 5x more likely to graduate from college. At Excel, we believe that every student—regardless of race, zip code, or economic status—deserves access to a free, high quality holistic education. During their middle school journey with us, students grow at a pace faster than most peers in their state. This is possible through a combination of high expectations, rigorous instruction, and individualized support. At our nationally ranked high school, students achieve at the highest level and are poised for success in their chosen college or career path. About our Team Everyday, our team members choose to be positive, drive their own growth, uplift one another, and hold the highest possible beliefs for what students can achieve. Duties & Responsibilities This position will perform a variety of essential responsibilities, including (but not limited to): • Teach or co-teach math to several sections of high school students;, • Collaborate with department members to develop and refine Excel’s math curriculum;, • Design and implement rigorous assessments that evaluate student mastery of academic standards;, • Hold students accountable for high behavioral expectations and implement Excel’s behavior management system with consistency;, • Provide coverage as needed during non-instructional time;, • Serve as a productive member of the Excel Academy community; and, • Do whatever it takes to ensure the mission of the school is upheld Qualifications • A Bachelor’s degree is required; a Master’s degree preferred;, • A minimum of two years’ teaching experience in an urban public school or charter school setting preferred, but not required;, • An unwavering commitment to and belief in the mission of Excel Academy Charter Schools, including Excel’s values and educational model;, • A commitment to addressing racial and economic inequity in education;, • The ability to focus and thrive in a fast paced, entrepreneurial environment;, • The ability to work effectively in a team environment and the willingness and desire to support others in doing their best work; and, • An entrepreneurial spirit that reflects an openness to change, a willingness to problem-solve, and an interest in developing new ideas & programs.