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Job DescriptionDescriptionThe Teacher is responsible for the care and education of a group of children as part of a teaching team. The Teacher plans and implements the Education Component objectives of the Performance Standards. This position is responsible for promoting the mission of ABCD Head Start & Children’s Services; building an understanding of the program by communicating this mission to staff, families and the community. This position must comply with all federal, state and local laws, regulations, standards and policies, including those of the federal Administration for Children and Families (ACF), the Massachusetts Department of Early Education and Care (EEC), the Individuals with Disabilities Education Act (IDEA), Massachusetts Department of Elementary and Secondary Education (DESE), Massachusetts disability law (Chapter 766), Boston Family Engagement Network (BFEN) and ABCD, Inc. Head Start and Children’s Services policies and procedures. All ABCD Head Start/Early Head Start and Children’s Services personnel who are paid to care for, or work with, children are MANDATED BY LAW to report all suspected cases of child abuse and neglect to the Massachusetts Department of Children and Families (DCF), pursuant to Massachusetts General Laws Chapter 119 §§ 51A – 51G. Any staff member who suspects child abuse or neglect of a child must inform his or her supervisor immediately. The responsibilities of a particular position may support both Early Head Start and Head Start depending on the individual assignment. The specific corresponding funding allocation will be documented on the personnel payroll authorization or change of status form. All communications are potentially sensitive and are subject to Head Start's policy on confidentiality. Essential DutiesTeaching Practices • Provide pre-school children with a joyful, nurturing, safe, healthy individualized environment and the varied experiences which help them develop socially, intellectually, physically, and emotionally in a manner appropriate to their age and stage of development in relationship to the overall goal of social competency., • Provide a balance between child-initiated and teacher-led activities., • Provide a balance between quiet and active learning activities., • Help children gain independence and autonomy in eating, toileting, dressing and hygiene through age appropriate and manageable tasks for children to practice and achieve competence., • Provide technical assistance and supervision to Teacher Assistants and classroom volunteers to facilitate the implementation of developmentally appropriate learning activities., • Ensure the integration of the educational aspects of the various Head Start components by developing opportunities and activities for children to learn about health, safety, nutrition, dental health, and families., • Develop activities and strategies to engage parents in the educational aspect of the program in order to improve their understanding of child development and facilitate their role as the principal influence in their child's education and development.Observation, Planning and Documentation, • Ensure individualized and quality educational programming by participating in:, • The screening and educational assessment of children., • The use of diagnostic evaluations to develop long- and short-term goals for each child., • The development and implementation of developmentally-appropriate lesson plans and individualized activities., • The development and implementation of written Individual Education Plans (IEP's) for children with special needs., • Daily observations of children., • Record keeping activities (e.g., keeping records of daily observations of children and of communication with parents)., • Team meetings., • A minimum of two home visits per family per year., • A minimum of three Parent/Teacher conferences per year., • Periodic field trips., • Serve as a mentor for teacher assistants enrolled in professional training.Additional Duties & Tasks, • Attend meetings as necessary., • Maintain the EEC requirements including staff to child ratios, classroom supervision, etc., • Perform any other related duties or responsibilities contained in this job description, otherwise assigned or as required by state or federal laws., • Report to the Program Director for all matters relating to terms of employment and center operations., • Perform other related duties as assigned from time to time. Job Knowledge, Skills & Abilities • Possess necessary computer skills and working knowledge of Microsoft Office applications., • Ability to use other database systems as required for data collection., • Behave in a professional manner., • Exhibit good interpersonal skills; works cooperatively as a member of a teaching team, with other program staff and parents., • Possess bilingual ability where appropriate: Spanish and Haitian Creole, • Demonstrate a knowledge of and sensitivity to the educational and socioeconomic needs of the children and families served in Head Start., • Possess the ability to work with a culturally diverse low-income population.Professionalism, • Promotes the mission of ABCD Head Start & Children's Services. Builds an understanding of the program by communicating this mission to staff, families and the community., • Engages in ongoing staff development to expand professional skills., • Maintains professional boundaries in relationships with staff and families., • Maintains confidentiality of child and family information at all times.Physical Environmental Demands & Conditions, • Lift and move pre-school age children., • Remain alert during naptime supervision., • Supervise and monitor children both by sight and sound at all times., • Respond to children in the case of an emergency in order to ensure safety, such as the capability to react quickly and chase after a child if he or she runs toward danger or tries to leave the classroom., • Attend to the needs of children with disabilities, including physically challenged children., • Lift and move equipment and furniture as necessary to facilitate the execution of classroom activities.Education & ExperienceTeacher I ($24.69/hr): Associates degree in early childhood education or an Associates degree and coursework equivalent to a major relating to early childhood education with experience teaching preschool age children required. EEC Preschool Teacher certified preferred. Bilingual in a language spoken by families served by ABCD preferred. Teacher II ($30.36/hr): Bachelor's degree in early childhood education or Bachelor’s degree and coursework equivalent to a major relating to early childhood education with experience teaching preschool age children. EEC Preschool Teacher certified preferred. Bilingual in a language spoken by families served by ABCD preferred. Teacher III ($34.17/hr): Master’s degree in early childhood education or Master’s degree and coursework equivalent to a major relating to early childhood education with experience teaching preschool age children. EEC Preschool Teacher certified preferred. Bilingual in a language spoken by families served by ABCD preferred.The Teacher must have the capability to engage in the physical activities incident to the job, including without limitation. *$24.69 - $34.17/hour. Salary scales are set according to an explicit compensation policy and relevant market data. Due to funding restrictions and our strong focus on internal parity, this salary is thoughtfully aligned with the duties expected for this role, and offers are firm. Why Work Here • Make a Difference: Every day, your work directly impacts the lives of thousands in the Greater Boston community, empowering them and making positive, lasting change., • Inclusive Environment: ABCD values the diversity of its workforce, with an inclusive culture that respects individuality and promotes collaboration., • Continuous Learning: We offer numerous training and development opportunities, ensuring our staff remain at the forefront of community action methodologies and strategies., • Comprehensive Benefits: At ABCD, we take care of our own, providing a competitive benefits package, including health coverage and retirement plans., • A Legacy of Impact: Join an organization that boasts a legacy spanning over half a century, consistently championing the rights and needs of our community's most vulnerable., • Teamwork & Camaraderie: Be a part of a passionate team, united in their mission to combat poverty, and ensure every individual can reach their fullest potential.

Job DescriptionDescriptionThe Early Childhood Education Mentor/Coach assists in the mentoring and training of education staff to support school readiness measures and program quality. This position provides on-site coaching for Head Start Teachers, Teacher Assistants, and/or Early Head Start Teachers, and conducts classroom observations and demonstration lessons, and provides feedback to teachers to improve teacher-child interactions and curriculum implementation that supports positive child outcomes towards school readiness. The Early Childhood Education Mentor/Coach is responsible for promoting the mission of ABCD Head Start & Children’s Services; building an understanding of the program by communicating this mission to staff, families and the community. This position must comply with all federal, state and local laws, regulations, standards and policies, including those of the federal Administration for Children and Families (ACF), the Massachusetts Department of Early Education and Care (EEC), the Individuals with Disabilities Education Act (IDEA), Massachusetts Department of Elementary and Secondary Education (DESE), Massachusetts disability law (Chapter 766), Boston Family Engagement Network (BFEN) and ABCD, Inc. Head Start and Children’s Services policies and procedures. All ABCD Head Start/Early Head Start and Children’s Services personnel who are paid to care for, or work with, children are MANDATED BY LAW to report all suspected cases of child abuse and neglect to the Massachusetts Department of Children and Families (DCF), pursuant to Massachusetts General Laws Chapter 119 §§ 51A – 51G. Any staff member who suspects child abuse or neglect of a child must inform his or her supervisor immediately. The responsibilities of a particular position may support both Early Head Start and Head Start depending on the individual assignment. The specific corresponding funding allocation will be documented on the personnel payroll authorization or change of status form. All communications are potentially sensitive and are subject to Head Start's policy on confidentiality. Essential DutiesClassroom support and observation (Up to 50%) • Provide technical support for beginning teachers in areas such as classroom management, individualizing curriculum, and communication with parents., • Provide technical support to classroom teachers, as assigned, through direct coaching and mentoring of education staff to improve instructional practices and classroom quality., • Provide regular classroom observations using the specified evidence-based tools (CLASS, ECERS-R rating scale, ITERS rating scale, etc.), • Provide regular feedback meetings that encompass goal setting and planning to improve the quality of teaching practices., • Analyze data from the CLASS observation tool, the ECERS-R rating scale, the ITERS rating scale, and use these to support staff in their professional development and improvement of teaching practices., • Establish and maintain a trustful and confidential relationship with teachers., • Model, as appropriate, innovative teaching methodologies though techniques such as team teaching and demonstration lessons., • Generate necessary documentation to support the Preschool Education Coordinator and/or Infant/Toddler Coordinator in the monitoring of classroom quality., • Generate any necessary feedback documents to support local program education staff.Technical assistance and training of education staff (Up to 30%), • Help to facilitate large group trainings for teachers during regular professional in-service days throughout the school year., • Assist with individualized career development and quality improvement goals for teachersIntegration of strategic work plans, and component services (Up to 20%), • Assist with the planning and monitoring of education component services under the direction of the Preschool Education Coordinator and/or Infant/Toddler Coordinator., • Assist the Preschool Education Coordinator and/or Infant/Toddler Coordinator in analyzing classroom supports to achieve school readiness goals., • Attend workshops, conferences, and other necessary trainings to support component goals., • Participate as a member of all education team meetings., • Perform other related duties as assigned from time to time. Job Knowledge, Skills & Abilities • Demonstrated knowledge of child development and current research-based pedagogy, curriculum resources, appropriate classroom management techniques for preschool and/or infant/toddler classrooms and reflective practices in mentor/coaching., • Experience in conducting trainings., • Strong interpersonal skills., • Demonstrated proficiency in Microsoft Office applications (Excel, Word, PowerPoint)., • Bilingual skills preferred (English/Spanish)., • Demonstrated ability to work independently and with a diverse population., • Must have a valid driver’s license, and the ability and willingness to travel on a regular basis.EDUCATION & EXPERIENCE: Bachelor’s degree or higher from an accredited college or university with a major in Early Childhood Education, or related field, such as Education, Social or Behavioral Science that must include at least 18 semester hours in Early Childhood Education; at least one course in Special Education; and a certificate from MA DEEC as a Lead Teacher Preschool and/or Lead Teacher Infant/Toddler required. A minimum of two years of experience teaching preschool children and/or infants/toddlers plus two years of supervisory experience required. CLASS reliability certification and previous Head Start experience preferred. Expected Salary: $62,189.40 annually ($34.17/hour) USD. Salary scales are set according to an explicit compensation policy and relevant market data. Due to funding restrictions and our strong focus on internal parity, this salary is thoughtfully aligned with the duties expected for this role, and offers are firm. Why Work Here • Make a Difference: Every day, your work directly impacts the lives of thousands in the Greater Boston community, empowering them and making positive, lasting change., • Inclusive Environment: ABCD values the diversity of its workforce, with an inclusive culture that respects individuality and promotes collaboration., • Continuous Learning: We offer numerous training and development opportunities, ensuring our staff remain at the forefront of community action methodologies and strategies., • Comprehensive Benefits: At ABCD, we take care of our own, providing a competitive benefits package, including health coverage and retirement plans., • A Legacy of Impact: Join an organization that boasts a legacy spanning over half a century, consistently championing the rights and needs of our community's most vulnerable., • Teamwork & Camaraderie: Be a part of a passionate team, united in their mission to combat poverty, and ensure every individual can reach their fullest potential.

Job DescriptionToddler Teacher, Early Head StartApproved Salary: $18-$35/hr, in line with relevant education, training, licensure, and experienceSchedule: Full-time, Monday to Friday, 8:45am to 3:15pm; onsite in Roxbury, MASummary/ObjectiveThis position provides safe and nurturing learning environments, routines, and interactions that promote positive outcomes for children and families. The Teacher plans and implements individualized, developmentally appropriate curriculum based on child observation and assessment data, family input, and Child & Family Division established curriculum guidelines. The Teacher ensures the safety and supervision of children at all times by adhering to all program policies and applicable federal, state, and local standards and best practices.Essential FunctionsCreate and maintain a research-based, developmentally appropriate, and nurturing learning environment designed to foster children's social, emotional, physical, and cognitive development and successfully engage all learners, including those with diverse learning needs and those for whom English is a second language.Incorporate the Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children into routines, interactions, and activities.Interact respectfully with children, families, and colleagues using strength-based, trauma-informed, and relationship-based practices.Develop and implement weekly lesson plans, in collaboration with the co-teacher or assistant teacher, that include specific developmentally appropriate learning objectives-both child- and teacher-led-aligned with the program's established curriculum, Massachusetts Early Learning Standards, and the Head Start Early Learning Outcomes Framework.Conduct screenings and regular observations of children in assigned classes for the purposes of completing developmental assessments, individualizing instruction, assessing and reporting on children's progress toward learning objectives, and providing timely referrals for services as needed.In partnership with colleagues, including the co-teacher or assistant teacher, utilize data such as child assessments, classroom observation rating scales, and program surveys and assessments to identify strengths and guide the ongoing development of effective practices.In compliance with all state licensing regulations and program policies, practice positive discipline techniques with children to promote positive behavior and prevent or reduce the likelihood of challenging behavior.Ensure children's safety at all times, including providing appropriate active supervision both indoors and outdoors and maintaining a clean, well-organized classroom.Partner with families to support children's learning by acknowledging all families, practicing anti-bias education principles, valuing diversity, inviting input, responding to concerns with sensitivity and respect, sharing strength-based observations of children's skills, interests, and abilities, and conducting Parent-Teacher conferences and Home Visits in accordance with the program's assigned schedule of frequency.Communicate regularly with Family Support Specialists (FSS) and content area specialists to coordinate efforts to appropriately respond to child and family needs.Actively participate in team meetings, training, coaching, reflective practice, continuing education, and other educational activities to promote team building and professional development.Support children and families during transitions to and from classrooms.Establish and maintain cooperative and respectful relationships with colleagues and participate actively in teaching team responsibilities through communication, collaboration, and curriculum planning.Collaborate with, guide, and support Teaching Assistants, per-diem staff, and volunteers in all aspects of classroom functioning.Keep timely and accurate records, including attendance, CACFP meal counts, incident reports, child observations and assessments, and all required documentation.Work collaboratively with the supervisor and Director of Professional Development and Coaching to develop and follow an Individualized Professional Development Plan (IPDP) to guide short- and long-term training, educational, and coaching goals and plans.Maintain the highest degree of professionalism at all times, including adherence to dress code, NAEYC Code of Ethics, Child & Family code of conduct, and consistency of care through regular attendance and punctuality.As a mandated reporter, recognize and report suspected abuse or neglect to the appropriate authorities as required by law.Maintain confidentiality at all times.Perform other duties as assigned.CompetenciesExcellent interpersonal and communication skills, both written and verbal.Knowledge of Early Childhood Development and Family Systems.Proficient computer skills.Takes responsibility for delivery of services as part of a team effort within the unit or department.Takes initiative in making suggestions for improvement of services.Meets deadlines without causing undue disruption.Utilizes human resources, time, and supplies efficiently.Incorporates the organization's mission, goals, and policies into daily work to foster an inclusive, supportive, and culturally responsive environment for children and adults.Positively represents The Dimock Center in all interactions with visitors, families, colleagues, and community partners.Work EnvironmentThis position is primarily classroom-based and may involve both indoor and outdoor environments. The Teacher may be assigned primarily to one classroom location or may be assigned to support multiple classrooms.Physical DemandsDuties may require standing and walking, or sitting for long periods of time. May require lifting up to 40 lbs., with frequent carrying of up to 25 lbs. Must be able to work in both indoor and outdoor spaces.Required QualificationsMA Department of Early Education and Care teacher certification required.To be eligible for assignment to an Early Head Start classroom, must have a minimum of a Child Development Associate (CDA) credential or comparable credential, and have been trained or have equivalent coursework in early childhood development with a focus on infant and toddler development.A minimum of two years of experience working with ethnically, linguistically, and/or economically diverse children and families, preferably in a case management capacity, preferred.Preferred QualificationsBilingual skills in English/Spanish, English/Cape Verdean, or Haitian Creole are a plus.Other DutiesThis job description is not intended to cover a comprehensive listing of duties or responsibilities and may change at any time with or without notice.EEO StatementThe Dimock Center values diversity and is committed to equal employment opportunity regardless of age, color, disability, ethnicity, marital status, national origin, race, religion, sex, sexual orientation, veteran status, or any other status protected by law. 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Job DescriptionPreschool Teacher, Foundations for LearningApproved Salary: $19-$31/hr, dependent on relevant education, experience, and certificationsSchedule: Full-time, 37.5 hours per week; typical schedules include 8:30am-4:30pm, 9:00am-5:00pm, or 9:00am-5:30pmYou are a caring, dedicated, and energetic educator who thrives in a collaborative environment and is passionate about helping young children learn, grow, and build a strong foundation for lifelong success.The Dimock Center is a federally qualified community health center dedicated to healing and uplifting individuals, families, and communities. Our Child and Family Services programs provide high-quality early education and family support services that promote school readiness, healthy development, and long-term success for children and families.Summary/ObjectiveThe Preschool Teacher provides a safe, nurturing, and engaging classroom environment for preschool-aged children in the Foundations for Learning program. This role supports children's social-emotional, physical, and cognitive development through developmentally appropriate curriculum, relationship-based practices, and individualized learning experiences. Teachers work closely with families, teaching teams, and program specialists to support positive child and family outcomes while ensuring compliance with all program, EEC, and Head Start standards.Essential FunctionsCreate and maintain a safe, welcoming, and developmentally appropriate learning environment for preschool-aged children.Plan and implement curriculum and weekly lesson plans aligned with MA Early Learning Standards and program curriculum guidelines.Incorporate the Pyramid Model and positive behavior support strategies into classroom routines and interactions.Conduct ongoing child observations and developmental assessments to individualize instruction and monitor progress.Promote children's social-emotional, physical, and cognitive development through engaging classroom experiences.Build strong partnerships with families through regular communication, conferences, and home visits.Collaborate with Family Services Specialists and program staff to support child and family needs.Maintain active supervision and ensure children's safety at all times.Maintain timely and accurate documentation, including developmental and program records.Guide and support Teaching Assistants within the classroom environment.Participate in trainings, meetings, coaching, and professional development activities.Maintain professionalism, confidentiality, punctuality, and adherence to all program policies and procedures.Act as a mandated reporter and report suspected abuse or neglect as required by law.Perform other duties as assigned.CompetenciesStrong communication, collaboration, and classroom management skills.Ability to build positive relationships with children, families, and colleagues.Commitment to culturally responsive and inclusive practices.Ability to manage multiple responsibilities in a fast-paced classroom environment.Strong organizational skills and attention to detail.Work EnvironmentThis position operates primarily in a classroom setting and includes indoor and outdoor activities.Physical DemandsThis role requires frequent standing, walking, kneeling, crouching, bending, and lifting up to 40 pounds.Required QualificationsMA Department of Early Education and Care (EEC) Teacher Certification required.To be eligible for Early Head Start classrooms, candidates must possess a CDA credential or equivalent coursework focused on infant and toddler development.To be eligible for Head Start classrooms, candidates must possess an Associate's or Bachelor's degree in Early Childhood Education, Child Development, or a related field as required by Head Start regulations.Minimum of two years of experience working with diverse children and families preferred.Preferred QualificationsBilingual skills in English/Spanish, English/Cape Verdean Creole, or Haitian Creole are a plus.Other DutiesThis job description is not intended to cover a comprehensive listing of duties or responsibilities and may change at any time with or without notice.EEO StatementThe Dimock Center is an Equal Opportunity Employer. We are committed to creating a diverse and inclusive workplace and do not discriminate on the basis of race, color, religion, sex, gender identity or expression, sexual orientation, national origin, ancestry, age, disability, veteran status, genetic information, marital status, or any other status protected by applicable federal, state, or local law. We encourage candidates from all backgrounds to apply. Job Posted by ApplicantPro

Job DescriptionPreschool Teacher - Head StartApproved Salary: $21.00-$36.00/hr, commensurate with education, experience, and certificationSchedule: Monday - Friday, 8:15am to 3:45pmSummary/ObjectiveThe Preschool Teacher provides a safe, nurturing, and engaging learning environment that promotes the social, emotional, cognitive, language, and physical development of preschool-aged children enrolled in The Dimock Center's Head Start program. Working collaboratively with families, teaching staff, and interdisciplinary team members, the Teacher plans and implements developmentally appropriate curriculum aligned with the Head Start Early Learning Outcomes Framework (ELOF), Massachusetts Department of Early Education and Care (EEC) standards, and program goals. The Teacher is responsible for creating an inclusive, culturally responsive classroom that supports school readiness while fostering strong family partnerships. This position ensures compliance with Head Start Performance Standards, EEC regulations, CACFP requirements, and all applicable federal, state, and local regulations.Essential FunctionsPlan, implement, and evaluate developmentally appropriate curriculum and learning experiences that promote children's school readiness across all developmental domains.Create and maintain a safe, inclusive, and engaging classroom environment that supports children's social, emotional, cognitive, language, and physical development.Utilize observation, assessment data, and family input to individualize instruction and support each child's learning and development.Integrate the Pyramid Model for Promoting Social Emotional Competence into daily classroom routines and interactions.Support children with diverse learning needs, including dual language learners and children with disabilities, through inclusive instructional practices.Conduct developmental screenings, ongoing observations, and child assessments in accordance with program requirements.Maintain accurate and timely documentation including lesson plans, child assessments, attendance, meal counts, incident reports, and other required records.Use assessment data to monitor progress, inform instruction, and support continuous program improvement.Initiate referrals and collaborate with specialists when developmental concerns are identified.Develop positive, respectful partnerships with families that promote children's learning and well-being.Conduct parent-teacher conferences, home visits, and ongoing family communication as required by Head Start Performance Standards.Collaborate with Family Support Specialists and other program staff to coordinate services and address family needs.Encourage family participation in classroom activities, events, and program initiatives.Lead daily classroom operations and provide guidance and support to Assistant Teachers, substitutes, volunteers, and classroom aides.Foster a collaborative, respectful, and positive classroom team environment.Ensure active supervision of children at all times and maintain a clean, organized, and developmentally appropriate classroom environment.Ensure compliance with Head Start Performance Standards, Massachusetts EEC regulations, CACFP requirements, and The Dimock Center policies and procedures.Maintain confidentiality of child, family, and program information in accordance with applicable laws and regulations.Participate in staff meetings, coaching, training, and professional development activities.Develop and implement an Individualized Professional Development Plan (IPDP) in collaboration with supervisors.Serve as a mandated reporter and immediately report suspected abuse or neglect in accordance with state law.Demonstrate professionalism through dependable attendance, effective communication, ethical conduct, and adherence to the NAEYC Code of Ethical Conduct.Perform other duties as assigned.CompetenciesKnowledge of child development, early childhood education principles, and developmentally appropriate practices.Understanding of Head Start Performance Standards and Massachusetts EEC regulations.Strong classroom management and positive behavior support skills.Ability to build trusting relationships with children, families, and colleagues.Strong organizational, communication, and documentation skills.Ability to work collaboratively within a multidisciplinary team.Commitment to equity, diversity, inclusion, and family-centered practice.Knowledge/SkillsProficiency with technology and electronic documentation systems.Work EnvironmentThis position works primarily in a preschool classroom environment and includes both indoor and outdoor activities. Teachers may occasionally support other classrooms based on program needs.Physical DemandsAbility to stand, walk, bend, kneel, and sit on the floor for extended periods. Ability to actively supervise children throughout the day, including outdoors. Ability to lift and carry up to 40 pounds.Required QualificationsAssociate's or Bachelor's degree in Early Childhood Education, Child Development, or a related field with coursework equivalent to a major in Early Childhood Education, or qualifications consistent with Head Start Program Performance Standards.Massachusetts Department of Early Education and Care (EEC) Preschool Teacher Certification required.CPR and First Aid certification required or obtained within established program timelines.Experience teaching preschool-aged children in a licensed early childhood education or Head Start setting preferred.Experience working with culturally, linguistically, and economically diverse children and families preferred.Preferred QualificationsBilingual proficiency in English and Spanish, Haitian Creole, or Cape Verdean Creole preferred.Other DutiesThis job description is not intended to cover a comprehensive listing of duties or responsibilities and may change at any time with or without notice.EEO StatementThe Dimock Center values diversity and is committed to equal employment opportunity regardless of age, race, color, national origin, ethnicity, religion, gender, sexual orientation, disability, veteran status, or any other status protected by law. 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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 DescriptionOrganization DescriptionOrganization Description Roxbury Tenants of Harvard Association, Inc. (RTH) is a private 501(c)(3) multi-service nonprofit housing and human service organization. Founded in 1969 by Mission Hill residents and Harvard University students, RTH aims to preserve the unique character of the neighborhood while supporting its vibrant, diverse community. RTH provides high-quality, low- and moderate-income housing alongside a variety of programs and services designed to foster wellness, education, and community engagement. Our community includes over 1,100 housing units accommodating approximately 2,000 residents, with primary languages including English, Chinese, Spanish, and Russian. We offer resources such as a Community Center, fitness facilities, afterschool programs, and senior drop-in services, and we prioritize resident empowerment and tenant participation. The Roxbury Tenants of Harvard have a voluntary Board of Directors that provides organizational oversight in the hands of a governing body made up of community residents. The RTH Board of Directors consists of eleven resident members who are elected by fellow residents and serve as volunteers. RTH Mission "RTH seeks to develop, preserve, and maintain safe and affordable housing for low- and moderate-income people of diverse backgrounds in the RTH/Mission Hill neighborhood and to improve the quality of life for its residents." SUMMARY: Acts in the best interest of the RTH organization, reflecting the values of teamwork, collaboration, and mutual respect. QUALIFICATIONS: • Current CPR/AED and First Aid certification required or acquired within 30 days of hire. RESPONSIBILITIES: • Assist staff to ensure that RTH program standards are met, and safety procedures are followed., • Comply with state and local regulations as they relate to your position, • Perform responsibilities in accordance with the commitments made to funders, partner organizations and the policies, goals, values, and mission of the RTH, • Build and maintain a high standard of resident service and serve as a role model for residents and program participants., • Attend and participate in staff meetings and training as directed., • Other duties as assigned. Ideal Candidate • Maintains safety as priority and ensures staff, volunteer and participants do the same., • Models and teaches RTH core values., • Reliable, flexible, willing to learn new things, • Organized, good customer service skills or willing to learn., • Interested and willing to learn and practice teamwork END RESULT: • Provide safe, secure, educational and fun experiences for residents and participants., • Assist staff to impact the overall effectiveness of the Youth & Families*, Community Education, and Resident/Senior Services department's implementation of the RTH mission. All candidates must provide three references which can be from a teacher, school counselor, pastor, coach, etc. They must be written by them. All candidates must provide a valid work permit and will undergo a iCORI.

Job Description Horizons is offering a $6,000 Hiring Bonus for EEC Lead Teacher candidates with a Bachelor's degree. Our Mission Horizons for Homeless Children is a Boston-based non-profit dedicated to improving the lives of young children experiencing homelessness in Massachusetts. We help their families succeed by providing high-quality early education, opportunities for play, and comprehensive family support services. Our advocacy efforts extend our impact and advance our vision of ending homelessness among families with young children. Summary of Position At Horizons for Homeless Children, provides full-time early education to children experiencing homelessness. A Supervising Teacher is responsible for the daily operation and supervision of a classroom and reviews important decisions with the Assistant Director. The Supervising Teacher supports and follows all Horizons for Homeless Children policies and procedures. Responsibilities Staffing and Supervision • Serve as a role model for all staff in interactions with children and their families., • Orient new team members to classroom routines and curriculum implementation., • Supervise performance of classroom Teachers and conduct performance reviews and regular assessments., • Using reflective supervision practices, conduct monthly observations, feedback, and goal setting of teaching staff., • Participate in decisions regarding probationary action and termination of employment Curriculum • Supervise and lead team members in designing and implementing curriculum with a focus on trauma-informed practices and developing Individual Learning Plans., • Supervise and model the implementation of positive behavior management techniques in guiding childrens development., • Orient and support new parents with classroom routine, curriculum, and communication systems. Communication • Model for engaging, respectful, and culturally responsive interactions with parents., • Supervise and lead team in daily positive communications between Teachers, children, and their families., • Supervise team designing and implementing additional classroom communication systems (e.g. bulletin boards, newsletters, etc.), • Oversee and conduct childrens progress reports and parent conferences., • Supervise and plan parent engagement opportunities to reinforce that the parent is the childs first teacher., • Work closely with staff and community partners to provide coordinated care for the child and their family based on their individual needs (e.g. Early intervention, JF&CS, Family Partnership, Admissions, Family Clinic, etc.), • Guide and model effective communications among classroom teaching teams, including planning meetings and other job-embedded learning., • Attend regular meetings. Classroom Management • Maintain appropriate standards of health and safety in accordance with state regulations and Horizons for Homeless Children policies and procedures., • Understand and implement emergency procedures., • Develop and maintain an enriching environment for children to encourage appropriate play and learning., • Organize classrooms schedule to allow for child-initiated and teacher-directed activities, as well as individual and small group learning., • Coordinate the transitions of children to and from classrooms with teachers and parents., • Complete daily and monthly reports to ensure that classroom equipment is in good repair., • Monitor use of and coordinate the ordering of classroom supplies regularly as needed., • Schedule classrooms teaching teams for any long- and short-term staffing shortages., • Ensure that all classrooms' records and reports are submitted in a timely and accurate manner. Workspace This is a 40-hour, full-time position. The work you will perform is active, taking place in a classroom setting, working alongside others. You can expect to work onsite 5 days a week (M-F). There is a large staff room with indoor and outdoor space for breaks as well as a designated quiet room. Our beautiful office space is located: Edgerley Family Horizons Center at 1785 Columbus Ave, Roxbury, MA. This position requires the employee to comply with all applicable federal, state, local and company policy concerning immunizations, employment physical/screening, Background record check and health and safety training. Diversity, equity, inclusion, and belonging We recognize the value of looking within to ensure our policies, practices, and culture are aligned with Horizons’ vision. Creating a more equitable world has always been at the center of Horizons’ mission, but in the last several years we’ve recommitted to the role Horizons plays in rectifying some of the problems we see and wish to address. Visit our DEI page to learn more about what that looks like at Horizons. As such, we are committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender identity, veteran status, or any other status protected by applicable law. For more information about Horizons, please visit horizonschildren.org. Qualifications Education & experience • Bachelor’s degree in early childhood education or unrelated field required., • Minimum of 3 credit-bearing hours of specialized college-level course work in administration, leadership or management preferred., • Minimum of 3 years' teaching experience, in an NAEYC Accredited program preferred., • Department of EEC Lead Teacher qualification required., • Demonstrated success in supervision, strongly preferred. Knowledge, Skills & Abilities • Able to communicate, verbal and written, fluently in English and Spanish, and or Haitian Creole strongly preferred., • Supervisory skills with a strengths-based and mutual respect approach and ability to manage workloads, provide appropriate support, and address professional development needs., • Experience working with homeless children and families, multi-ethnic urban families, with children-at-risk, or Horizons for Homeless Children strongly preferred., • Proficiency in using MS Office applications and other relevant ECE software applications, • Commitment to Horizons mission and ability to embody our core values (Collaborative, Inclusive, Innovative, and Passionate)., • Commitment to Horizons mission and ability to embody our core values (Collaborative, Inclusive, Innovative, and Passionate)., • Excellence in communication and problem-solving skills., • Ability to collaborate and solve problems using a team approach., • Ability and willingness to handle all sensitive information confidentially., • Ability to lift 40 pounds. \nCompany Description About us Horizons for Homeless Children (Horizons) is a local non-profit dedicated to improving the lives of young homeless children in Massachusetts and helping their families succeed by providing high-quality early education, opportunities for play, and comprehensive family support services. Our staff is a dedicated, diverse, and playful group, ranging from 100 to 120 folks. At Horizons, each team member is an important part of our mission. About us\r\n\r\nHorizons for Homeless Children (Horizons) is a local non-profit dedicated to improving the lives of young homeless children in Massachusetts and helping their families succeed by providing high-quality early education, opportunities for play, and comprehensive family support services. Our staff is a dedicated, diverse, and playful group, ranging from 100 to 120 folks. At Horizons, each team member is an important part of our mission.

Job Description Horizons is offering a $4,000 Hiring Bonus for EEC Lead Teacher candidates with a Bachelor's degree. Our Mission Horizons for Homeless Children is a Boston-based non-profit dedicated to improving the lives of young children experiencing homelessness in Massachusetts. We help their families succeed by providing high-quality early education, opportunities for play, and comprehensive family support services. Our advocacy efforts extend our impact and advance our vision of ending homelessness among families with young children. Summary of Position At Horizons for Homeless Children, provides full-time early education to children experiencing homelessness. A Supervising Teacher is responsible for the daily operation and supervision of a classroom and reviews important decisions with the Assistant Director. The Supervising Teacher supports and follows all Horizons for Homeless Children policies and procedures. Responsibilities Staffing and Supervision • Serve as a role model for all staff in interactions with children and their families., • Orient new team members to classroom routines and curriculum implementation., • Supervise performance of classroom Teachers and conduct performance reviews and regular assessments., • Using reflective supervision practices, conduct monthly observations, feedback, and goal setting of teaching staff., • Participate in decisions regarding probationary action and termination of employment Curriculum • Supervise and lead team members in designing and implementing curriculum with a focus on trauma-informed practices and developing Individual Learning Plans., • Supervise and model the implementation of positive behavior management techniques in guiding childrens development., • Orient and support new parents with classroom routine, curriculum, and communication systems. Communication • Model for engaging, respectful, and culturally responsive interactions with parents., • Supervise and lead team in daily positive communications between Teachers, children, and their families., • Supervise team designing and implementing additional classroom communication systems (e.g. bulletin boards, newsletters, etc.), • Oversee and conduct childrens progress reports and parent conferences., • Supervise and plan parent engagement opportunities to reinforce that the parent is the childs first teacher., • Work closely with staff and community partners to provide coordinated care for the child and their family based on their individual needs (e.g. Early Intervention, JF&CS, Family Partnership, Admissions, Family Clinic, etc.), • Guide and model effective communication among classroom teaching teams, including planning meetings and other job-embedded learning., • Attend regular meetings. Classroom Management • Maintain appropriate standards of health and safety in accordance with state regulations and Horizons for Homeless Children policies and procedures., • Understand and implement emergency procedures., • Develop and maintain an enriching environment for children to encourage appropriate play and learning., • Organize classrooms schedule to allow for child-initiated and teacher-directed activities, as well as individual and small group learning., • Coordinate the transitions of children to and from classrooms with teachers and parents., • Complete daily and monthly reports to ensure that classroom equipment is in good repair., • Monitor use of and coordinate the ordering of classroom supplies regularly as needed., • Schedule classrooms teaching teams for any long- and short-term staffing shortages., • Ensure that all classrooms' records and reports are submitted in a timely and accurate manner. Workspace This is a 40-hour, full-time position. The work you will perform is active, taking place in a classroom setting, working alongside others. You can expect to work onsite 5 days a week (M-F). There is a large staff room with indoor and outdoor space for breaks as well as a designated quiet room. Our beautiful office space is located: Edgerley Family Horizons Center at 1785 Columbus Ave, Roxbury, MA. This position requires the employee to comply with all applicable federal, state, local and company policy concerning immunizations, employment physical/screening, Background record check and health and safety training. Diversity, equity, inclusion, and belonging We recognize the value of looking within to ensure our policies, practices, and culture are aligned with Horizons’ vision. Creating a more equitable world has always been at the center of Horizons’ mission, but in the last several years we’ve recommitted to the role Horizons plays in rectifying some of the problems we see and wish to address. Visit our DEI page to learn more about what that looks like at Horizons. As such, we are committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender identity, veteran status, or any other status protected by applicable law. For more information about Horizons, please visit horizonschildren.org. Qualifications Education & experience • Bachelor’s degree in early childhood education or unrelated field required., • Minimum of 3 credit-bearing hours of specialized college-level course work in administration, leadership or management preferred., • Minimum of 3 years' teaching experience in an NAEYC-accredited program preferred., • Department of EEC Lead Teacher qualification required., • Demonstrated success in supervision, strongly preferred. Knowledge, Skills & Abilities • Able to communicate, verbal and written, fluently in English and Spanish, and or Haitian Creole strongly preferred., • Supervisory skills with a strengths-based and mutual respect approach and ability to manage workloads, provide appropriate support, and address professional development needs., • Experience working with homeless children and families, multi-ethnic urban families, with children-at-risk, or Horizons for Homeless Children strongly preferred., • Proficiency in using MS Office applications and other relevant ECE software applications, • Commitment to Horizons mission and ability to embody our core values (Collaborative, Inclusive, Innovative, and Passionate)., • Commitment to Horizons mission and ability to embody our core values (Collaborative, Inclusive, Innovative, and Passionate)., • Excellence in communication and problem-solving skills., • Ability to collaborate and solve problems using a team approach., • Ability and willingness to handle all sensitive information confidentially., • Ability to lift 40 pounds. \nCompany Description About us Horizons for Homeless Children (Horizons) is a local non-profit dedicated to improving the lives of young homeless children in Massachusetts and helping their families succeed by providing high-quality early education, opportunities for play, and comprehensive family support services. Our staff is a dedicated, diverse, and playful group, ranging from 100 to 120 folks. At Horizons, each team member is an important part of our mission. About us\r\n\r\nHorizons for Homeless Children (Horizons) is a local non-profit dedicated to improving the lives of young homeless children in Massachusetts and helping their families succeed by providing high-quality early education, opportunities for play, and comprehensive family support services. Our staff is a dedicated, diverse, and playful group, ranging from 100 to 120 folks. At Horizons, each team member is an important part of our mission.

Job DescriptionOrganization Description Roxbury Tenants of Harvard Association, Inc. (RTH) is a private 501(c)(3) multi-service nonprofit housing and human service organization. Founded in 1969 by Mission Hill residents and Harvard University students, RTH aims to preserve the unique character of the neighborhood while supporting its vibrant, diverse community. RTH provides high-quality, low- and moderate-income housing alongside a variety of programs and services designed to foster wellness, education, and community engagement. Our community includes over 1,100 housing units accommodating approximately 2,000 residents, with primary languages including English, Chinese, Spanish, and Russian. We offer resources such as a Community Center, fitness facilities, afterschool programs, and senior drop-in services, and we prioritize resident empowerment and tenant participation. The Roxbury Tenants of Harvard have a voluntary Board of Directors that provides organizational oversight in the hands of a governing body made up of community residents. The RTH Board of Directors consists of eleven resident members who are elected by fellow residents and serve as volunteers. RTH Mission "RTH seeks to develop, preserve, and maintain safe and affordable housing for low- and moderate-income people of diverse backgrounds in the RTH/Mission Hill neighborhood and to improve the quality of life for its residents." SUMMARY: Acts in the best interest of the RTH organization, reflecting the values of teamwork, collaboration, and mutual respect. QUALIFICATIONS: • Current CPR/AED and First Aid certification required or acquired within 30 days of hire., • High school diploma or GED/HISET, • Experience leading teams preferred RESPONSIBILITIES: • Assist staff to ensure that RTH program standards are met, and safety procedures are followed., • Comply with state and local regulations as they relate to your position, • Perform responsibilities in accordance with the commitments made to funders, partner organizations and the policies, goals, values, and mission of the RTH, • Build and maintain a high standard of resident service and serve as a role model for residents and program participants., • Develop and lead daily work sessions with the teen Health & Wellness Peer team, provide supervision and guidance in meeting project tasks, • Role-model and support youth in a positive youth development culture with trauma-informed practices., • Communicate with community members about program offerings, engage in feedback, and offer connections., • Ensure the safety of youth by providing effective supervision and by communicating and modeling this for other staff., • Perform other duties as directed/assigned, • Attend and participate in staff meetings and training as directed., • Other duties as assigned. Ideal Candidate • Maintains safety as priority and ensures staff, volunteer and participants do the same., • Models and teaches RTH core values., • Reliable, flexible, and willing to learn new skills, • Passion to work with residents of all ages and abilities, • Working knowledge of RTH policies, and appropriate regulations and operational procedures related to your position. END RESULT: • Provide safe, secure, educational and fun experiences for residents and participants., • Work as a team to educate and inform other teens and the community about issues affecting teen's health and wellness., • Assist staff to impact the overall effectiveness of the Youth Workforce Development department's implementation of the RTH mission. All candidates must provide three references which can be from a teacher, school counselor, pastor, coach, etc. They must be written by them. All candidates must provide a valid work permit and will undergo a iCORI.

Job DescriptionBenefits: • Supplemental Insurance, • 401(k), • Bonus based on performance, • Employee discounts, • Training & development We are seeking an energetic and experienced Music Teacher to add to their teaching experiences by joining our team in this Part Time position! You will be leading classes of students each week using our innovative young child music programs to introduce and engage very young children (ages 2-6) into the world of music. Benefits/Perks • Competitive Compensation, • 401k, • Supplemental Insurance available (Accident, Hospital, Life - Term or Whole), • New Teacher Training Program, • Great Work Environment, • Free Coffee and snacksYou are a caring, fun person who is passionate about working with kids, and seeing them learn and develop new skills. You love music, and have some experience with music, although a degree in music is not required for this position. Highly organized, and with strong creative and problem-solving skills, you love connecting with individual students and creating an engaging class environment. Responsibilities: • Create and follow a comprehensive curriculum, using in house trademarked or copyrighted programs, after detailed training., • Manage small groups of 3-5 students, in 30 or 45-minute classes, 2-3 weekdays each week, M--F , 3-6:30, PLUS Sats 9-3. Sun 2-6 may also be available in September., • Follow specific lesson plans, while using resources and creativity for games, and crafts projects on occasion., • Communicate effectively with parents, while at the school, on students' progress, • Work with other school personnel to support this program., • May work off-site to deliver one or more early childhood programs, with school administration or other faculty.Qualifications:, • Fun, friendly, positive approach, with ability to control a small group of 3-6 kids effectively., • Experience working in a paid early childhood teaching capacity for at least 1 year., • Ability to play basic Piano or Guitar, and comfort singing simple songs., • Comfortable with movement and music., • Strong ability to manage groups of young students, • Solid verbal and written communication skills, • Ability to follow written lesson plans, and execute them effectively., • Musical theater background a plus., • A Bachelors in Music or Musical Theater, • Language fluency in Spanish, Haitian Creole, Portuguese, Vietnamese, in addition to English is a PLUS.

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 DescriptionDescriptionThe Prekindergarten Program is a new initiative with classrooms supported by the Boston’s Universal Pre-kindergarten (UPK) Program. Through this program, children ages 3 and 4 will be exposed to a variety of learning tools to further enrich their early childhood education experience. The Prekindergarten (PreK) Teacher Assistant Substitute is responsible for serving as a substitute teaching staff in the Head Start classroom currently participating in assisting the Boston’s Universal Pre-kindergarten (UPK) Program. Prekindergarten (PreK) Teacher Assistant Substitute will assist other qualified UPK teaching staff with the care and education of the children in the Prekindergarten Program. This position assists in the day-to-day implementation of the Education Component objectives for the Building Blocks, Center on the Social and Emotional Foundations for Early Learners (CSEFEL), and Opening the World of Learning (OWL) teaching practices. The PreK Teacher Assistant Substitute is responsible for promoting the mission of ABCD Head Start & Children’s Services; building an understanding of the program by communicating this mission to staff, families and the community. The PreK Teacher Assistant Substitute follows all instructions given by the Teacher and Lead Teacher to ensure compliance with all federal, state and local laws, regulations, standards and policies, including those of the federal Administration for Children and Families (ACF), the Massachusetts Department of Early Education and Care (EEC), the Individuals with Disabilities Education Act (IDEA), Massachusetts Department of Elementary and Secondary Education (DESE), Massachusetts disability law (Chapter 766), Boston Family Engagement Network (BFEN) and ABCD, Inc. Head Start and Children’s Services policies and procedures. All ABCD Head Start/Early Head Start and Children’s Services personnel who are paid to care for, or work with, children are MANDATED BY LAW to report all suspected cases of child abuse and neglect to the Massachusetts Department of Children and Families (DCF), pursuant to Massachusetts General Laws Chapter 119 §§ 51A – 51G. Any staff member who suspects child abuse or neglect of a child must inform his or her supervisor immediately. All communications are potentially sensitive and are subject to Head Start's policy on confidentiality. Key Responsibilities • Within the framework of the Building Block, OWL and CSEFEL teaching practices, provide pre-school children with a joyful, nurturing, safe, healthy individualized environment and the varied experiences which help them develop socially, intellectually, physically, and emotionally in a manner appropriate to their age and stage of development in relationship to the overall goal of social competency., • Participate in the daily observations of children., • Develop activities and strategies for involving parents in the educational aspects of the program in order to enhance their role as the principle influence in their child's education and development and increasing their knowledge and understanding of the skills and experiences in child growth and development., • Provide classroom coverage in the absence of the Teacher or Lead Teacher., • Report to the Teacher or Lead Teacher regarding the daily implementation of classroom duties., • Report to the Program Director for all matters relating to terms of employment and center operations., • Participate in a minimum of two home visits and three parent/teacher conferences per family per year., • Participate in the development of and implementation of developmentally-appropriate lesson plans and individualized activities., • Participate in the development and implementation of written Individual Education Plans (IEP's) for children with special needs., • Engage in record keeping activities (e.g. keeping records of daily observations of children and of communication with parents)., • Participate in Team meetings., • Engage in coaching sessions through assessment of strengths and needs, asking questions, sharing pertinent information, reflecting, listening and identifying goals and means to achieve those goals in collaboration with the coach., • Be open to being observed and receiving feedback from the coach (in addition to the supervisor). This will include pictures and videotaping., • Apply new teaching practices with the support of the coach., • Attend meetings as necessary., • Assist with the development and implementation of special events or projects related to the Prekindergarten Program., • Participate regularly in staff development activities, e.g. Professional Day training, the CDA program, citywide training, summer institutes, conferences, etc., • Maintain the EEC requirements including child to staff ratios, classroom supervision, etc. Participate in the day to day operation of the classroom/center., • Perform other related duties as assigned from time to time.Expected Salary: $40,942.30 annually ($25.43/hour) USD. Salary scales are set according to an explicit compensation policy and relevant market data. Due to funding restrictions and our strong focus on internal parity, this salary is thoughtfully aligned with the duties expected for this role, and offers are firm. Skills, Knowledge and Expertise • Strong interpersonal skills; work cooperatively as a member of a teaching team, with other program staff and parents., • Possess bilingual skills in English and Spanish preferred, • Demonstrated knowledge and sensitivity to the education and socioeconomic needs of the children and families served in Head Start/Early Head Start., • Possess the ability to work PROFESSIONALISM: • Engage in ongoing staff development to expand professional skills., • Maintain professional boundaries in relationships with staff and families., • Maintain confidentiality of child and family information at all times. PHYSICAL/ENVIRONMENTAL DEMANDS & CONDITIONS: The PreK Teacher Assistant Substitute must have the capability to engage in the physical activities incident to the job duties listed above, including without limitation, the capability to: • Lift and move pre-school aged children for Head Start or infants and toddlers for Early Head Start;, • Control such a child’s movement in order to protect that child’s or other children’s safety or to effect disciplinary goals, such as in an instance where two children are engaged in a confrontation;, • Respond to children in the case of an emergency in order to ensure safety, such as the capability to respond quickly if a child should run into a street on a field trip or in the case of fire or other emergency situations;, • Implement the tasks relating to the physical educational goals of children enrolled;, • Lift and move equipment and furniture in the execution of classroom activities; and, • Attend to the need of children with disabilities, including physically-challenged children;, • Carry out any of the duties or responsibilities contained in this job description or otherwise assigned or as required by federal law.EDUCATION & EXPERIENCE: Teacher I: • High school diploma or equivalent required. Active Preschool Child Development Associate Credential; ECE Certificate or EEC Preschool Lead Teacher certified, or enrolled in a degree program leading to an Associates or Bachelor’s degree in early childhood education or related field, or enrolled in a CDA program to be completed within two years with experience teaching preschool age children. EEC preschool teacher certified preferred. Bilingual in a language spoken by families served by ABCD preferred.Teacher II:, • Associate’s degree in early childhood education or Associate’s degree and coursework equivalent to a major relating to early childhood education with experience teaching preschool age children required. EEC Preschool Teacher certified preferred. Bilingual in a language spoken by families served by ABCD preferred. Why Work Here • Make a Difference: Every day, your work directly impacts the lives of thousands in the Greater Boston community, empowering them and making positive, lasting change., • Inclusive Environment: ABCD values the diversity of its workforce, with an inclusive culture that respects individuality and promotes collaboration., • Continuous Learning: We offer numerous training and development opportunities, ensuring our staff remain at the forefront of community action methodologies and strategies., • Comprehensive Benefits: At ABCD, we take care of our own, providing a competitive benefits package, including health coverage and retirement plans., • A Legacy of Impact: Join an organization that boasts a legacy spanning over half a century, consistently championing the rights and needs of our community's most vulnerable., • Teamwork & Camaraderie: Be a part of a passionate team, united in their mission to combat poverty, and ensure every individual can reach their fullest potential.

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 Academy is seeking a Contracted Teacher of the Visually Impaired (TVI) to provide specialized instructional services to on student with visual impairments. This is a part-time contracted role (approximately 1 day per week for 4 hours). The TVI will deliver direct instruction, consult with staff and families, and support students’ access to the curriculum in alignment with their IEPs. Scope of Services The Contracted TVI will: • Provide direct instruction and consultation to approximately two students with visual impairments in accordance with their IEP goals and service hours;, • Conduct functional vision assessments and contribute to IEP planning, development, and progress monitoring;, • Recommend and support the use of adaptive equipment, assistive technology, and accessible instructional materials (braille, large print, digital, etc.);, • Collaborate with teachers, families, and student support staff to ensure consistent implementation of accommodations and strategies;, • Train staff and families on techniques and tools that support student independence and access;, • Provide documentation of services delivered and submit timely progress reports as required by Excel Academy and state guidelines. Qualifications • A valid Massachusetts teaching license as a Teacher of Students with Visual Impairments (TVI);, • Experience providing direct and consultative services to students with visual impairments in school settings;, • Strong communication, collaboration, and organizational skills;, • Ability to work independently in a very part-time contracted capacity. Preference will be given to applicants who also:, • Have experience in public or charter schools;, • Speak Spanish, Portuguese, or Arabic fluently;, • Demonstrate a strong commitment to inclusive practices and equity in education.

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. 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. Out of the classroom and with the support of school administrators, the Middle School Special Education Teacher will manage administrative/regulatory aspects of the Special Education Program. Duties and Responsibilities Key responsibilities include, but are not limited to: Instructional Responsibilities • Teach daily instructional support lessons to students on caseload, utilizing time outside of core-academic classes;, • Serve as an inclusion teacher as needed to more effectively support the learning abilities of students with high needs;, • Work closely with general education teachers to differentiate curriculum, help create effective accommodations, and modify curriculum when appropriate; and, • Ensure that all work with students with special needs is aligned with the school’s academic goals for student achievement. Administrative Responsibilities • Write all IEPs of new Special Education students & revise/update existing IEPs;, • Coordinate outsourced Special Education testing and manage Special Education Consultants (i.e. Speech and Language Therapist; Occupational Therapist, etc.);, • Ensure that implementation of Special Education services is in compliance with federal and state special education regulations;, • Manage all paperwork (e.g. IEPs, 504s, Child Study Records of Accommodations, Teacher Input Questionnaires, IEP Progress Reports, subject-area checklists for MCAS, etc.) associated with Special Education cases, ensuring deadlines are met and information is accurately recorded;, • Maintain regular communication with students’ parents/guardians and families; and, • Create all CPR/CAP documents to ensure DOE compliance. Team Member Responsibilities • Enforce school-wide systems and procedures to effectively manage the classroom;, • Continually communicate with students and families regarding academic and behavior performance and progress;, • Serve as a homeroom teacher and student advisor; and, • Serve as a productive member of the Excel Community. Qualifications • A bachelor’s degree is required; a master’s degree is 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. Preference will be given to applicants who also: • Have experience in a public or charter school setting, • Speak Spanish, Portuguese or Arabic fluently, • Can speak to the importance of rigorous classroom instruction and culture, • Can speak to the importance of diversity, equity, and inclusion

Job Description * Sign on bonus $3000 About Us At Catholic Charities Boston, our work is grounded in the belief that every person deserves dignity, opportunity, and the support needed to thrive. Across 20 + program locations in Eastern Massachusetts, including multi service sites in Dorchester, Lynn, Brockton, Lowell, and South Boston, CCAB offers services that assist vulnerable communities in achieving stability and self-sufficiency. Catholic Charities Boston (CCAB) is one of Massachusetts's largest social service nonprofit organizations, dedicated to serving individuals and families in need with compassion and respect. At CCAB, the mission is to uplift and empower communities, regardless of religion, race, gender, age, disability, or ethnicity. The Education Coordinator is responsible for coordinating all activities relating to curriculum development, implementation and evaluation, learning environments, and child assessment, as well as educational opportunities and training for home providers within the family childcare (FCC) system. Visit us at: www.ccab.org. QUALIFICATIONS • EEC Lead Teacher certified., • AA in early childhood education, BA preferred, • Three years teaching experience., • Experience coaching mentoring adult learners, • Valid driver's license and transportation for local travel, • Competent computer skills and knowledge of Microsoft Office Suite, • Oral and written communication skills, • Ability to pass a background record check (BRC) PREFERRED QUALIFICATIONS • Bilingual ability in Spanish, Portuguese, and Haitian Creole RESPONSIBILITES • Coordinate all activities related to curriculum implementation within the family childcare system, including oversight of "Ages and Stages”, • Provide/arrange on-going curriculum consultation and support to family childcare educators, • May manage and expand Universal Pre-Kindergarten (UPK) grant funded activities., • Provide in-service training to FCC staff and FCC educators relating to best practices in the field of Early Childhood Education and provide CDA, FCC accreditation support to FCC educators, • Research appropriate available courses and facilitate access to higher education opportunities for FCC educators, • Input data related to ASQ Manager as required, • Generate reports as requested by the supervisor., • May represent family childcare system on community committees and councils related to early childhood education, • Monitor and assist with special education and Early Intervention referrals as needed., • Observe, document, and report to the supervisor areas of concern

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 Full-Time | Malden, Massachusetts About Mystic Valley Regional Charter School 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 1,800 students. At MVRCS, student success is built upon exceptional educators, carefully selected curricula taught with fidelity, high academic expectations, and a commitment to traditional, teacher-led instruction. Mystic Valley consistently ranks among the top public schools in Massachusetts, New England, and the nation, and our graduates are well prepared for success at the post-secondary level and beyond. Students attend school for a 200-day academic year and benefit from an extended school day that provides approximately one additional hour of instruction compared with traditional public schools. A school-wide dress code and structured learning environment reinforce our commitment to academic achievement, personal responsibility, and character development. Position SummaryCompensation: Range $50,000-$62000 commensurate with experience Mystic Valley Regional Charter School is seeking an enthusiastic, organized, and student-centered Rosetta Stone Spanish Facilitator for Grades 1–6. The Spanish Facilitator oversees students' use of the Rosetta Stone language-learning program and creates a structured classroom environment that supports Spanish language acquisition. The facilitator will monitor student progress, encourage active participation, provide classroom and technical support, and help students develop confidence in listening, speaking, reading, writing, vocabulary, grammar, and pronunciation. The ideal candidate is comfortable working with technology, has strong classroom management and communication skills, and is enthusiastic about helping elementary students develop foreign-language proficiency. Bilingual proficiency in English and Spanish is preferred. About the Rosetta Stone Program Rosetta Stone uses an immersive, technology-based approach to language learning designed to build students' proficiency through listening, speaking, pronunciation, reading, writing, grammar, and vocabulary. Students progress from individual words to phrases, sentences, and conversations while learning through real-world images and audio from native speakers. The program emphasizes active participation and provides immediate feedback to help students strengthen pronunciation and build confidence using Spanish. Responsibilities The Rosetta Stone Spanish Facilitator will: • Effectively implement the school's designated Spanish curriculum using the Rosetta Stone language-learning platform., • Facilitate daily Spanish instruction for students in Grades 1–6 and support students as they progress through assigned lessons and activities., • Monitor student participation, performance, and progress within the Rosetta Stone program., • Maintain an organized, structured, and productive classroom environment and daily schedule., • Establish and maintain high expectations for student behavior while using positive reinforcement strategies, including MVRCS's 4:1 ratio of positive comments., • Encourage students to actively participate in listening, speaking, pronunciation, reading, vocabulary, grammar, and writing activities., • Enforce appropriate procedures for the use of computers, equipment, software, supplies, and other classroom materials., • Troubleshoot basic computer and technology issues and coordinate additional technical support when necessary., • Document student and lesson progress and submit required reports to the Professional Development Coordinator., • Participate in all required professional development and training., • Attend and actively participate in grade-level team meetings, Teacher Assistance Team (TAT) meetings, and staff meetings., • Participate in IEP meetings when necessary and implement required classroom accommodations and modifications., • Complete required progress reports, report cards, and student grades throughout the school year., • Conduct four parent-teacher conferences each school year, including two in the fall and two in the spring., • Attend Back-to-School Night, open houses, the Holiday Performance, and other required school events., • Participate in assigned morning, lunch/recess, and afternoon duties., • Support, enforce, and adhere to all MVRCS policies and procedures., • Perform additional duties as assigned by the Lead Teacher or school administration.Qualifications Candidates must possess: • A bachelor's degree., • Strong written and verbal communication skills., • Bilingual proficiency in English and Spanish preferred., • Strong classroom management and organizational skills., • Comfort using educational technology and troubleshooting basic computer or software issues., • The ability to identify problems, evaluate information, and develop appropriate solutions., • The ability to perform responsibilities in accordance with school requirements, state and federal laws, and MVRCS policies., • Strong collaboration, teaching, coaching, and leadership skills and the ability to work effectively as part of a team., • Successful completion of applicable Massachusetts Tests for Educator Licensure (MTEL) requirements within one year of employment., • Authorization to work in the United States.Employment This position is evaluated annually and is subject to annual appointment. Mystic Valley Regional Charter School is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran status, disability status, or any other status protected by applicable law. Powered by JazzHR DZAwn2CWz9

The Campus School at Boston College is a private, publicly funded special education day school within the Lynch School of Education and Human Development on the Boston College campus. The Campus School educates students ages 3-22 with extensive support needs, including complex medical needs. Responsible for assisting the special education teacher with the management of appropriate educational, therapeutic and health care services for each student in the classroom, as indicated in the Individualized Education Program. Responsible for assisting the special education teacher with the implementation of the Individualized Education Program for each student in the classroom. Attend transdisciplinary team meetings or other pertinent meetings relevant to implementing the students' Individualized Education Program and attend in-service trainings. Responsible for following daily classroom schedules and specific programs for group and individual activities for each student as directed by special education teacher. Assist the special education teacher with organization and maintenance of classroom and therapeutic supplies and equipment. Accompany students to therapy sessions as needed. Communicate effectively with students, staff and administration. Under the direction of the classroom special education teacher and therapists, share in teaching in the classroom setting and the development of curriculum materials. Observe classroom settings covering ages 3-22. Assist students in attending to their personal care needs. Support the mission of the Campus School at Boston College. Compensation $22.66 per hour/$793 per week and this is a non-exempt position. Required Knowledge and Experience Bachelor's Degree in education or related field and experience working with students with multiple disabilities preferred. Skills/Abilities/Competencies Excellent Communication Skills Excellent Organizational Skills Excellent Interpersonal Skills Excellent Problem Solving Ability Ability to multitask Ability to work as part of a team Ability to work with individuals from diverse backgrounds Ability to respond effectively in emergency situations Bilingual in English/Spanish or English/Portuguese is preferred Physical Demands Assist, lift and transport students who have physical disabilities. Boston College offers a broad and competitive range of benefits depending on your job classification eligibility: • Tuition remission for Employees, • Tuition remission for Spouses and Children who meet eligibility requirements, • Generous Medical, Dental, and Vision Insurance, • Low-Cost Life Insurance, • Eligibility for both University-Funded 401k and Employer-Sponsored 403b Retirement Plans, • Paid Holidays Annually, • Generous Sick and Vacation Pay, • Additional benefits can be found on https://www.bc.edu/employeehandbook Boston College conducts pre-employment background checks as part of the hiring process. Boston College is an Equal Opportunity Employer and does not discriminate on the basis of any legally protected category, including disability and protected veteran status. Boston College's Notice of Nondiscrimination can be viewed at https://www.bc.edu/nondiscrimination.

This vacancy is one-year long-term. Hired candidates may be excessed or non-renewed from the position for the following school year. Please keep in mind that the position is for one year only. The Community Field Coordinator (CFC) will assist with the implementation of the school-wide support and community outreach program. The CFC develops and implements programs and strategies that will establish partnerships and collaborations with community agencies, corporate organizations, and families. The CFC will maintain high a level of professionalism, responsibility, consistency, and respect at all times. Reports to: Principal/Head of School Responsibilities • Initiate and develop a marketing plan for the school newsletter and brochures., • Establish formal/informal partnerships with community and corporate agencies., • Initiate community outreach using appropriate cultural and linguistic strategies., • Coordinate events and celebrations including culturally diverse activities that affirm the international heritage of all students and their families., • Develop strategies to ensure parent and family involvement in the school., • Assist in the coordination of parent/community advocacy and support for the school., • Make phone contact with students' parents/guardians., • Identify resources collaborators/speakers to facilitate dialogues and presentations for the student body., • Initiate and develop corporate partnerships that will provide additional financial and programmatic resources for the school. Qualifications - Required: • High School Diploma or GED, • Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment or WorkKeys Certificate of Proficiency for Teacher Assistants., • Excellent interpersonal skills, • Strong communication skills, • Demonstrated success in establishing community partnerships and networks, • Experience working with young people, • Demonstrated experience working with community-based organizations, particularly those that work with migrants and immigrant families, • Sensitivity to student cultural and special needs, • Ability to work as a member of a team., • Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Qualifications - Preferred: • Associate's degree., • Computer literacy., • Proven experience in fundraising, grant writing, and report writing of projects., • Proven managerial expertise in an urban setting., • Experience working in urban schools., • BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: BTU, Paraprofessional Unit, Contractual Hourly Rate Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

Job Description *SPANISH SPEAKERS ENCOURAGED TO APPLY! PROGRAM ASSOCIATE Location: Boston, MA Classification: Full-Time, Non-Exempt Reports To: Site Leader ABOUT TENACITY Since 1999, Tenacity has empowered more than 45,000 Massachusetts youth to graduate from high school and achieve post-secondary success through academic enrichment, racket sports, fitness, and life skills development. We provide year-round programs in Boston, Worcester, and Chelsea that build literacy, critical thinking, and healthy habits while fostering supportive relationships between students and staff. Tenacity students consistently exceed local graduation and college completion rates—95% graduate from high school, and 75% pursue or complete post-secondary education, compared to 79% and 38% citywide, respectively. Recognized as a leader in in-school, after-school, and summer learning, Tenacity equips young people with the academic, social, and physical foundation to thrive both on and off the court. JOB SUMMARY The ACE Academy Program Associate supports the successful recruitment, engagement, and retention of middle school students participating in Tenacity’s after-school and summer programs. Under the leadership of the Site Leader, this role plays a key part in delivering high-quality academic, literacy, fitness, and family engagement programming designed to foster students’ personal, social, and academic growth. The Program Associate engages students in all aspects of Tenacity programming, including leading small academic or racket-sport groups, supporting classroom push-ins, and serving as a bus chaperone. They collaborate closely with site staff to ensure consistent attendance, positive behavior, and strong family communication. The position also involves planning and facilitating special events, maintaining accurate student records, and supporting the transition of 8th-grade students and their families into high school programming. This role requires flexibility, teamwork, and a passion for youth development, as responsibilities may include occasional evening and weekend events, summer programming, and collaboration with school-day teachers and family engagement teams. KEY RESPONSIBILITIES Student Recruitment & Enrollment • Recruitment and enrollment of middle school-aged students for the Ace Academy., • Participate in the maintenance of student enrollment and engagement records in the Tenacity data management system. Student Engagement & Retention • Under the leadership of the Site Leader, support a high rate of student retention and site attendance through the offering of consistent and engaging programming., • Engage students in all aspects of Tenacity Ace programming., • Participation in the planning and facilitation of Tenacity activities at the assigned site, including ceremonies, field trips, and other activities, which will involve some evenings and/or weekends., • Based on the assigned site, serve as a bus chaperone for student transportation from programming., • Support site behavior management structures and individualized student support. Academic & Program Support • Under the leadership of the Academic Coordinator, support academic programming by leading small groups of students., • As needed, push-in to classrooms during the school day that have high concentrations of Tenacity students., • During the summer, assist with the Summer Tennis, Reading and Pickleball program., • Under the leadership of the Rackets and Fitness Lead, support rackets programming by leading station activities. Family & Community Engagement • Support caregiver/family participation in Tenacity and school activities, including open houses, parent/teacher conferences, events, performances, etc., • Support the families of 8th graders in the high school selection process and connect families with the College and Career Prep team working with Tenacity’s high school students. Team Collaboration & Administration • Participate in regular team meetings focused on quality execution of lesson plans and preparation of materials or equipment., • Attend all Tenacity-wide team meetings and events. SKILLS AND QUALIFICATIONS • Bachelor’s degree a plus, majors in education, social work, human development, or similar fields preferred., • Spanish-speaking a plus, • An ability to model a “Growth Mindset” for students, other staff, and oneself., • Experience working with middle school students, ideally in a capacity that targeted socio-emotional growth., • Strong interpersonal, team development, organizational, and skills., • Passion for improving the quality of education for children living in low-income, urban communities., • Proficiency in Microsoft product suites., • Some tennis experience a plus., • Driver’s license desired. COMPENSATION & BENEFITS Salary Range: $42,000 - $48,000 annually (based on experience) Tenacity offers a comprehensive benefits package including health, dental, vision, 401(k) plan, paid time off, and professional development opportunities. EQUAL OPPORTUNITY STATEMENT Tenacity is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. We strongly encourage candidates from all backgrounds to apply.

Job Description ORGANIZATION DESCRIPTION: IBA empowers individuals and families to improve their lives and achieve socio-economic mobility through high-quality affordable housing, education, financial and resident empowerment and arts programs. JOB SUMMARY: The Early Education Director is responsible for overseeing the daily management and operations of the program ensuring program objectives are met, guide the overall direction of the program and our mission fully integrated. As part of Boston's UPK (Universal Pre-K) the PS Program Director will focus on program administration, credential compliance, monitoring and managing administrative aspects of the program that includes supervising teachers, meeting regulatory requirements, accreditation, budget, contingency changes, and the commercial kitchen achieving goals and budgetary compliance. Reports to Chief Program Officer ESSENTIAL FUNCTIONS AND RESPONSIBILITIES: Program Management and Child Development Provides direct management and oversight of the program, and coordination of schedules. Develops and implements guidelines and policies to ensure compliance with funding, government regulations, grants, and alignment with the organization's mission. Monitors documentation and evaluation according to Department of Early Education and Care (EEC) and National Association for the Education of Young Children (NAEYC) standards, and manages licensing. Manages the waiting list and enrollment process. Prepares necessary management reports as required by Finance and other stakeholders. Ensures daily experiences and activities that stimulate physical, social, emotional, and cognitive growth, and develop language and literacy skills through developmentally Oversees classroom spaces. Oversees internal commercial kitchen operations including managing the weekly food menu. Oversees Development, plans, and implements a dual-language program curriculum, assessment, and instructional models that conform to proven best practices. Accesses, documents, and monitors the developmental needs of individual children regularly, ensuring health, safety, education, and social development. Ensures that there is daily experiences and activities that stimulate physical, social, emotional, and cognitive growth, and develop language and literacy skills through developmentally appropriate practices and curriculum. Staff Development and Supervision Supports and advances program staff in meeting their professional development and program goals by identifying courses and training opportunities for educators. Maintains a commitment to professionalism as established by the NAEYC. Maintains a system for addressing concerns as outlined in the IBA policy and procedures manual. Recordkeeping and Data Reporting Maintains records and data on each child's progress and development. Prepares written reports prior to parent conferences and provides copies for the child's permanent records. Oversees accurate data entry for program and client information into Salesforce, EEC waiting list, UPK, and other databases. Family and Community Engagement Establishes high standards of customer service and fosters positive, productive relationships with families and other agencies to support the program. Schedules and conducts formal individual parent-teacher conferences at least three times per year. Communicates regularly with parents and family members to build mutual understanding, consistency for children, and facilitate information sharing. Other Administrative Tasks Participates fully in the organization's annual events, including Three Kings Day, Membership Drive, Board Election, Festival Betances, and other community-related activities. Participates in additional duties as directed and required. QUALIFICATIONS: • Able to successfully pass full EEC Cori background check., • Bachelor's Degree in Early Education or related field, Masters degree preferred including 21 college credits in Child Development or early childhood education and at least 3 college credits in one of these areas of specialization: staff supervision, curriculum design ("Teaching Strategies Gold", preferred), child assessment, and mentoring and coaching, program evaluation., • Five years minimum of experience teaching in early childhood education., • EEC Director II Certification., • Bilingual, Spanish-English required., • Three years minimum Supervisory experience required., • Experience in partnership management and development., • Excellent communication and presentation skills for various audiences and levels internally and externally including parents and community., • Strong administrative, organizational skills and attention to details., • Ability to work autonomously and in a team setting., • Effective at working with others to reach common goals and objectives., • Conveys complex ideas through brief, simple materials., • Experience with program evaluation, data collection and analysis., • High degree of computer literacy experience and competencies using technology i.e. Microsoft Office products (word, excel, powerpoint), Outlook, video meeting platforms i.e. Zoom and data base software applications i.e. Salesforce.com is required., • Good character, mature judgment and a strong sense of responsibility and dedication., • Highly positive and enthusiastic style; capable of motivating others., • Strong project management skills, able to successfully lead complex projects and deliver results on time. Compensation and Benefits IBA is proud to offer very competitive $110,000-$120,000 salary, commensurate with experience, and a robust benefit plan that includes an 80/20 premium cost share for comprehensive health, dental and vision insurance; a generous HRA provided by the company ($10,000 or $20,000 based on single and family coverage) and other built in supports that significantly reduces or eliminates out of pocket medical expenses. We offer a 403b plan with annual employer contribution, and generous paid time off and free parking (limited availability). Workplace Culture IBA is located in Boston's historic South End in an ethnic and culturally rich Latin and broadly diverse IBIPOC community. IBA management and staff represent the community. The majority of staff are BIPOC and Spanish bilingual. Our commitment to inclusion, equity and empowerment is inherent in IBA's mission, imbedded in our values and demonstrated in the ways we work together to achieve mission impact and outcome goals. If you would like to join us here is how to apply: To submit an application, please use this link: https://ibaboston.isolvedhire.com/

Job Description Infant/Toddler Educator (Full-Time / Non-Exempt) Organization: Inquilinos Boricuas en Acción, Inc. Location: Boston, MA FLSA Classification: Non - Exempt Supervisor: Early Education Program Director ORGANIZATION DESCRIPTION: IBA empowers individuals and families to improve their lives and achieve socio-economic mobility through high-quality affordable housing, education, financial and resident empowerment and arts programs This position is for you if you: • Want to be part of a mission-driven organization serving the evolving needs of Boston's Puerto Rican and Latino-identified community., • Have experience working with infant and toddlers., • Are Spanish / English bilingual, • Are customer serviced oriented, • Like working collaboratively to achieve excellence, • Ability to prepare reports for parent meetings ESSENTIAL FUNCTIONS AND RESPONSIBILITIES • Greet children and parent / guardians in a professional and enthusiastic manner each day., • Guide babies and toddlers through educational / development bilingual curriculum, • Display a patient and calm personality coupled with a loving approach with every child, • Contribute positively to the behavior and social interaction of the children, • Conduct meetings with parents and build secure relationships with the children, • Promote and foster each child's positive self-esteem and individual development to achieve their fullest potential of physical, social, emotional, and cognitive growth., • Maintain a happy sanitary and relaxed atmosphere by following daily procedures and routines., • Prepare and execute nap time routine creating a relaxing environment for the infants and toddlers., • Maintain written documentation of each child's daily activities to include but not limited to diapering, feeding and sleeping habits, and forward reports to parent / guardians., • Teach children appropriate curriculum including the alphabet, numbers, colors, shapes, handwashing, and potty training., • Develop and maintain a positive and confidential relationship with the parents of every child; provide thorough communication about the program and each child's progress., • Plan, implement program bilingual curriculum, assessment and instructional models that conform to proven best practices., • Assess the needs and development of individual children to ensure health, safety, education and social development of each child in the group; assess through observation, recordkeeping, progress reports and plans., • Provide daily experiences and activities that stimulate physical, social, emotional and cognitive growth and develop language and literacy skills using developmentally appropriate practices and curriculum based on each child's developmental progress and needs., • Promote positive self-esteem and attitude for learning., • Follow daily routines that help children keep themselves and others healthy and safe i.e. hand washing, toileting, brushing teeth and other classroom management techniques., • Schedules and conducts formal, individual parent-teacher conferences at least 3 times a year, • Maintain progress reports, • Work with the Program Director to obtain the needed services for families and children, • Comply with and consistently follow the National Assoc for the Education of Young Children (NAEYC) and the Dept of Education Guidelines and Standards for Education and practice., • Use the Early Childhood Education Rating Scales (ECERS) for monitoring quality and evaluating programming., • Maintain and oversee all compliance regulatory data for operational and accreditation, • Ensure all children in the program leave safely and child care area remains in order, • Participate in IBA's annual events, • Other duties as assigned GENERAL COMPETENCIES AND QUALIFICATION REQUIREMENTS • Minimum Bachelor's degree in Education, Early Childhood Development or related field preferred, • 3 years of experience working in early childhood education, • Certifications in hand or ability to obtain Teacher Certification from MA Dept of EEC, • Bilingual Spanish / English preferred; excellent written and verbal communication skills, • Knowledge of different curriculum approaches, Teaching Strategies Gold, preferred, • Able to pass EEC Background Record Check, • Certified in First Aid and CPR for children, • Highly positive and enthusiastic style, capable of motivating children, • Open to professional development, • Computer literate, • Motivated to learn and work in collaboration with others to achieve excellence, • Ability to work under tight timelines; be flexible and customer service oriented. COMPENSATION AND BENEFITS IBA is proud to offer very competitive starting pay range of $45,000-$50,960 (annualized equivalent), commensurate with experience, and a robust benefit plan that includes an 80/20 premium cost share for comprehensive health, dental and vision insurance; a generous HRA provided by the company $10,000 or $20,000 based on single and family coverage) and other built in supports that significantly reduces or eliminates out of pocket medical expenses. We offer a 403b plan with annual employer contribution, generous paid time off. Work Culture: IBA is located in Boston's historic South End in the multiculturally rich community of Villa Victoria. We value teamwork and collaboration, believe in developing leaders and foster a culture of excellence. Our commitment to inclusion, equity, empowerment and community building is inherent in IBA's mission, imbedded in our values and demonstrated in the ways we work together to achieve mission impact and outcome goal. To submit an application, please use this link: ibaboston.isolvedhire.com As an EOE/AA employer, IBA will not discriminate in its employment practices due to an applicant's race, color, religion, sex, national origin, sexual orientation, gender identification, veteran, or disability status.

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