Position: Director of Curriculum & Instruction (Lower Elementary), 2023-2024 School YearLocation: Match Community Day, Hyde ParkStart date: July, 2023ABOUT MATCH CHARTER PUBLIC SCHOOLMatch Charter Public School is a free, high-performing charter public school in Boston. We are a PreK-12 school serving 1,250 students. Our mission is to prepare students for success in college and careers in order to achieve economic security and mobility. Students gain acceptance to our schools via an annual blind public lottery open to all Boston residents.Our families bring amazing racial and cultural diversity to the school community - they represent over 20 different countries of origin with over 20 different languages spoken at home. 94% of our students are people of color. Our students bring a diversity of needs to our school, and we are prepared to serve them. 21% of our students qualify for special education services; 18% of our student body are English Language Learners.Matchs core values are Equity, Freedom, Teamwork, Innovation, and Accountability. We are working to reframe our organizational processes and policies to be truly anti-racist. At Match, we believe that three aspects of our work and organization - a staff that is diverse by race and other factors, a professional environment that is inclusive of all perspectives, and a curriculum in our PreK-12 school that is culturally competent - are vital to our goals and mission. See our full statement on diversity here.THE OPPORTUNITYThe Director of Curriculum and Instruction (DCI) is an instructional leader who coaches and supervises lower elementary teaching staff at Match Community Day, our elementary school located on 100 Poydras St. in Hyde Park. The DCI will help lead the schools educational program and will drive the growth and success of the teachers and Match students. This Lower Elementary DCI reports directly to the Principal. The salary range for this position is $107,100-132,600.DETAILED JOB RESPONSIBILITIESThe DCI is ultimately responsible for ensuring the success of the teachers on the team and their students academic achievement and growth. This is accomplished primarily by focusing on:The growth, development and performance of teachers. This work will be the primary focus of the DCI. The DCI, in their work as an instructional leader, is responsible for student growth and ultimately the success of the teachers he or she manages. Thus, this position requires a data driven approach to instruction. This work requires a deep commitment to regular and consistent observation and feedback of teachers. That includes whole school professional development and individual lesson plan feedback. Ultimately, the DCI in collaboration with the Principal is responsible for driving the instructional vision of the school. This work is all encompassing and includes hiring decisions, evaluation, development and retention of faculty members through weekly PD sessions, summer training and more. Through this work, the DCI will help ensure that every Match School student is academically ready and prepared to meet or exceed the national and state standards.Leadership and vision on pedagogy and curriculum. The DCI will be responsible for collaborating closely with the Principal and CAO to ensure the quality of the lower elementary academic program. This includes developing and implementing Match School curriculum and assessments to ensure that Matchs instructional vision and approach are reflected in every Match classroom. DCI will be responsible for ensuring curriculum and instruction is used effectively to drive student learning and ensure that co-teachers are effectively collaborating.The growth, development and performance of grade level/department lead teachers. The DCI, in collaboration with the Principal, will be responsible for managing and fostering strong adult culture and teacher leaders among the lead teachers at the department or grade level (depending on the school campus).Strategic Planning. The DCI will work collaboratively with the Principal on the long-range planning process for their school including school culture design, academic program design, staff development, staff retention, course offerings, course sequences, and refinement of tutorial and curriculum.Sample tasks and projects include . . . Observing every staff member he/she/they supervises a minimum of once a week. Running feedback meetings with every staff member he/she/they supervises once a week. Reading and internalizing curriculum unit plans, assessments and readings/problem sets. Planning and running unit study and lesson study meetings with teachers Reviewing and giving feedback on weekly lesson plans to ensure alignment to the curriculum and action plans. Collaborating with grade-level teams around standards-based grading and score norming for grade-level mastery. Reviewing student work, course data, unit test data for each course he/she/they oversees. Working in collaboration with teachers to action plan all data from courses he/she/they oversees. Running school wide professional development in collaboration with the Principal to drive instructional best practices. Completing observational rounds with the Principal and other instructional leaders to 1.) continue to norm on instructional excellence and best practices at Match. 2.) work in collaboration to identify next steps for struggling teachers. Taking each unit test for every course he/she/they oversees in order to run more effective data analysis meetings. Developing and overseeing implementation of projects and presentations and their related rubrics.QUALIFICATIONSResearch has shown that people of color and women are less likely to apply for jobs if they dont believe they meet every one of the qualifications described in a job description. Our highest priority is finding the best candidate for the job. We encourage you to apply, even if you don't believe you meet every one of our qualifications described or you have a less traditional background. We are looking for applicants who: have a bachelors or masters degree have a track record of academic success in urban education, have an unwavering commitment to Matchs mission of student success in college and beyond, desire to see all students succeed. have at least 5 years of full-time teaching experience, preferably in a Title I school, have prior experience with managing a team and leading other teachers, are excited about regularly receiving feedback and have a growth mindset for staff and themselves, and embody excellent interpersonal and communication skillsUS work authorization is required to be considered for this position.ABOUT MATCH EDUCATIONMatch Education (www.matcheducation.org) is the shared brand name of The Match Charter Public School, The Match School Foundation, Inc., and The Sposato Graduate School of Education.Match Education is an engine of discovery and applied innovation in education. We operate high-performing urban public charter schools and a unique graduate school of education that trains teachers for high-poverty schools. Out of this applied work, we refine, validate empirically, and eventually disseminate new ideas and practices on core questions in education reform. PM20PI208098921

ABOUT STAFFORD HOUSE INTERNATIONAL   Stafford House International has over 70 years of experience providing international students with excellent English language study experiences in the UK. Our mission is to educate, inspire and help our students enjoy our cities, empowering them with the confidence to realize their potential.   Stafford House International has three year-round locations in Cambridge, Canterbury, and London. These schools benefit from being co-located with other schools in CATS Global Schools, allowing us to deliver a high-quality service to students and staff. We provide our signature Professional Certificate courses and Business English programs in London, IELTS, and Cambridge Exam preparation in all three locations. In addition, our module courses enhance our General English program in the afternoons in all three locations. Stafford House International is complemented by Stafford House Study Holidays, offering summer study experiences in various locations, including our CATS Global Schools locations globally, and partner summer venues at prestigious boarding schools and universities.     SUMMER SCHOOL MANAGER   This is an exciting position at Stafford House Study Holidays (SHSH) with responsibility for the planning and delivery of our summer school in Braintree, MA.   Based at CATS Academy Boston, located in Braintree, MA, you will provide a vital link between our year-round school and the SHSH team in the UK. You will work closely with the Head of Student Experience and Operations Manager in the UK and the VP of Operations and External Affairs in Boston to ensure a high-quality program is provided.   The Summer School Manager will be vital in planning our fun, engaging, and educational summer program in Braintree, MA. We are looking for an individual who is passionate about the summer school experience and keen to make a difference. We offer a supportive and professional working environment with plenty of opportunities to develop and grow. The role will include responsibility for our temporary summer team's recruitment, selection, and pre-employment checks, including managers, teachers, activity leaders, and student welfare officers. The Summer School Manager will also work with the SHSH Operations Team in the UK to book transport, attractions, and school-based facilities. You will also be responsible for purchasing and maintaining stock and tracking invoices for payment.   During the summer school period, you will take on the Centre Director role and ensure the smooth running of the courses.  YOUR PROFILE AND RESPONSIBILITIES SUMMER PREPARATION Post job adverts for summer roles Screen and interview candidates and maintain communication Send offer letters and track receipts Run all background checks, guide candidates Track receipt of all background checks Process online onboarding paperwork and I9 authorization or contractor paperwork Manage relationships with trade partners and book excursions and external activities and transport in a cost-effective manner Be accountable for the operational costs of the summer school. Produce operational budgets, control costs, and provide accurate financial information to our finance partners Work with our internal school partners at CATS College to ensure facilities are booked and agree on charges for services provided in collaboration with the UK Operations team. Take a lead role in auditing and purchasing stock, equipment, and other materials. Process paperwork, invoices, and timesheets from center staff and suppliers, e.g., transport companies, stock suppliers Ensure that adequate IT equipment is sourced for the summer period, including cell phones and landlines as required Produce and update risk assessments for activities and excursions at our centers. Support staff during the summer center setup period and provide training using onboarding systems. July 9- August 6 (SUMMER COURSE DATES) CENTER DIRECTOR Ensure that the organization of the center, courses, and welfare of staff and students comply with Stafford House standards Be aware of everything that is happening at the center and keep communication channels to Head Office open Establish and maintain clear lines of management and effective procedures, and work closely with the Centre Management Team to achieve this Lead and participate in the Staff Induction Day, usually one or two days before the students' arrival Manage the provision of good customer service according to customer needs Create a positive team atmosphere and motivate the staff effectively Establish and maintain open communication between the center, clients, and Head Office. Represent Stafford House positively in all conversations with clients, staff, and the host center Control expenditure of the budget, withdraw cash floats from the bank following specific procedures and maintain accurate accounts Teach when necessary, e.g., teacher absence/low student numbers (qualified staff only) Close the center, pack and return all SHSH stock and unspent center monies according to guidelines Ensure payroll is processed correctly for all summer staff Write a weekly report to Head Office Finalize the accounts and write an end-of-the-center report to be submitted to HO within five days after the closing of the center Ensure that all Stafford House Health & Safety policies are implemented and monitored Manage staff effectively to ensure that The center office is functioning and secure at all times. Accurate data on students and staff is maintained according to the CD manual. All documentation is checked, and center administration is carried out correctly. The state of premises, equipment, and resources are monitored throughout the course. The teaching and activity programs are successfully integrated. High levels of performance are maintained.   Accommodation and Welfare: To take full responsibility as the on-site Designated Safeguarding Person and set up a culture of communication and observation to help prevent maltreatment of children and young people in our care. You must be fully aware of our Safeguarding Policy and be able to implement an appropriate response to any signs or disclosure of abuse. You will immediately refer such signs or allegations to the Designated Safeguarding Lead Team at Head Office. Carry out nighttime duties on a rota basis (10 pm to 1 am), usually 2 – 3 times a week Allocate and monitor all residential accommodation with the assistance of the Welfare and Accommodation Manager (if applicable) and Student Welfare Officers, and ensure that sufficient members of staff are allocated in each house to maintain a rota of student supervision Delegate, supervise, and monitor the WAM (if applicable) and all Student Welfare Officers according to the duties outlined in the supervision manual. Maintain a record of the SWOs' working hours Liaise fully with Student Welfare Officers, Group Leaders, the Family Organiser, the site representative, and the Reservations Manager at Head Office Monitor all non-residential students and check that their transport is operating effectively Oversee the implementation of all airport/rail/bus transfers for students and staff Additional duties as required   Summer Close-out Organize center reports and surveys Complete staff appraisals and performance reports and make sure employee folders are up to date Follow up on all invoices and assist the SHSH Finance Officer with accruals, coding, and reporting.   ABOUT YOU The successful candidate will have experience working in a management role in a summer school or camp environment. You will have excellent communication and administration skills. You will be able to organize a busy workload and work independently. Accuracy and attention to detail are essential. Although not essential, experience in recruitment and background checks for those working in education will be advantageous.   COMMITMENT TO INCLUSION AND DIVERSITY We are committed to diversity, inclusion, and belonging. Building on our core values – Pioneering, Persevering, People – we pledge to deliver a series of events, guest speakers, and focus groups to make CATS Global Schools an employer of choice for all.   ABOUT CATS GLOBAL SCHOOLS CGS is a leading provider of pre-university academic courses and English language courses in the UK. We provide programs, including A Level, IB and University Foundation, and English Language Study, to a growing number of international students seeking to win places at UK universities.   We operate several different educational brands: CATS Colleges in Cambridge, Worthgate School, Canterbury, and Guildhouse School, London; CATS Academy in Boston; CATS China; Bournemouth Collegiate School, Bosworth Independent College, and St Michael's School, Llanelli; Cambridge School of Visual and Performing Arts (CSVPA) and Stafford House English language schools and Study Holidays. We benefit from being part of a global team focused on teaching and learning.     AND FINALLY CATS Global Schools are committed to safeguarding and promoting the welfare of our students and expect everyone connected with the organization to share this commitment. All positions are subject to the satisfactory completion of pre-employment background checks.PI206175755

Position: Director of Operations FellowLocation: Match Community Day, 100 Poydras St., Boston, MAStart Date: June/ July 2023ABOUT THE MATCH CHARTER PUBLIC SCHOOLMatch Charter Public School is a free, high-performing charter public school in Boston. We are a PreK-12 school serving 1,250 students. Our mission is to prepare students for success in college and careers in order to achieve economic security and mobility. Students gain acceptance to our schools via an annual blind public lottery open to all Boston residents.Our families bring amazing racial and cultural diversity to the school community - they represent over 20 different countries of origin with over 20 different languages spoken at home. 94% of our students are people of color. Our students bring a diversity of needs to our school, and we are prepared to serve them. 21% of our students qualify for special education services; 18% of our student body are English Language Learners.Matchs core values are Equity, Freedom, Teamwork, Innovation, and Accountability. We are working to reframe our organizational processes and policies to be truly anti-racist. At Match, we believe that three aspects of our work and organization - a staff that is diverse by race and other factors, a professional environment that is inclusive of all perspectives, and a curriculum in our PreK-12 school that is culturally competent - are vital to our goals and mission. See our full statement on diversity here.ABOUT THE OPPORTUNITYMatch is seeking a candidate to join our elementary school team as the Director of Operations Fellow (Ops Fellow). The position is based at Match Community Day, our elementary school on 100 Poydras St. in Hyde Park. Match believes that excellent schools with excellent teaching and outcomes for kids are built on strong operational foundations. Our ultimate goal is to build up strong Operations staff who are the risk managers of our buildings and as a result, must be proactive, diligent, urgent, and customer service-oriented team players. This is an incredible opportunity for an individual who is passionate about urban education, and excited by the prospect of tackling difficult but rewarding operational challenges on a daily basis. The Ops Fellow will receive intentional training, feedback and development opportunities from Matchs leaders, including MCDs Director of Operations, Matchs Director of Network Operations, and other leaders. The Ops Fellow position is a great fit for an educator who is interested in becoming a school leader, and/or building their operational expertise to transition into operational leadership.The salary range for this position is $69,000-87,000. Salary determination is made based on prior relevant experience. REPORTING RELATIONSHIPThe Director of Operations Fellow (Ops Fellow) will report to the Director of Operations (DOO) or the Director of Network Operations (DNO), and will work in close collaboration with the operations team of Match Community Day, and Matchs Network Support Team. DETAILED JOB RESPONSIBILITIESSchool Wide Operations The Ops Fellow will play a pivotal role in contributing to excellent school operations through close partnership with the Directors of Operations. School operations is a complex, multi-faceted body of work, and given MCDs high number of students and multiple buildings on campus, at any given time, the Ops Fellow will contribute to or lead any body of work that falls under school operations. Those key bodies of work include, but are not limited to: Management of school logistics for students, and for staff (e.g. staff schedules and coverage); Management of budgets, purchasing and vendors; Management of building systems and facilities; Management of school enrollment and family engagement/communication; Management of data, hardware and software; and Management of compliance, including state/federal compliance, health/ safety and overall risk management.Ops Fellow Specific DutiesWhile the Ops Fellow will support each aspect of schoolwide operations at various times, the the Ops Fellow will, in collaboration with the rest of the Operations team lead specific bodies of work which include, but are not limited to: Meals: Match is a Community Eligibility Provision (CEP) school with limited kitchen facilities, so we contract a vendor to provide free meals to all students:o Work with our vendor to predict meal consumption amounts, and order food weekly to minimize waste and maximize student satisfaction.o Ensure compliance with meal tracking procedures and support the day to day distribution of food. Student Enrollment and Registration: Match enrolls many new students, especially K1 and K2 students each year through its lottery, and also enrolls students from its waitlist in all grades throughout the year to maintain full enrollment: o Act as the school lead for interfacing with new and prospective families to encourage them to attend, and ensure they are connected to the community effectively, and that new students have a smooth start at Match.o Interface with families who are making a decision whether or not to accept an offer of admissions to answer questions, provide tours, and act as a general resource to sell the school and assist families with the decision-making process.o Ensure new students complete registration forms and start school as soon as possible. Student Transportation; Matchs students are transported by Boston Public Schools on yellow buses;o Manage bus rosters, liaise with Boston Public Schools.o Manage arrival and dismissal daily. Building Maintenance and Inventory Management;;o Ensure that Matchs goals around building aesthetics and functionality are met through regular walkthroughs, and communication with staff and students.o Manage supply inventory, make purchases as needed in collaboration with the DOO Family Engagement Initiatives:o Contribute to community-building practices that strengthen the partnership between school and families.o Assist with event planning, parent conferences, parent council meetings and other initiatives.o Help manage the operations of communications with families, including updating contact information, translating materials, and distributing communications.QUALIFICATIONSResearch has shown that people of color and women are less likely to apply for jobs if they dont believe they meet every one of the qualifications described in a job description. Our highest priority is finding the best candidate for the job. We encourage you to apply, even if you don't believe you meet every one of our qualifications described or you have a less traditional background. Deep belief inMatchs mission and core values; 2+ years of full-time experience, preferably in a school; Proficiency with a second language, Spanish or Haitian Creole preferred; A passion and interest in urban education; Excellent interpersonal and communication skills; The ability to be extremely detail oriented; Be excited about the possibility of receiving feedback and using it to grow continually; Desire to see all students succeed; and Experience with data managementABOUT MATCH EDUCATIONMatch Education (www.matcheducation.org) is the shared brand name of The Match Charter Public School, The Match School Foundation, Inc., and The Sposato Graduate School of Education.Match Education is an engine of discovery and applied innovation in education. We operate high-performing urban public charter schools and a unique graduate school of education that trains teachers for high-poverty schools. Out of this applied work, we refine, validate empirically, and eventually disseminate new ideas and practices on core questions in education reform. PM20PI207374872

The MTA and its 110,000 members work to advance the quality and equity of Massachusetts public schools and colleges by securing the working conditions and professional respect and autonomy of educators, advocating for full funding for public education, and challenging education “reforms” that serve to privatize public education and undermine educator professionalism and the student learning experience.Major Responsibilities:The Regional Coordinator is responsible for providing a wide variety of administrative and office support services to the Field & Organizing staff. Essential Job Functions: Provide general administrative assistance; filing (paper and electronic), type notes, correspondence, MOAs, grievances and proposals, merge documents, prepare materials for meetings, review departmental invoices, make copies, organize binders/folders and other administrative tasks.Coordinate work assignments with department staff; serve as liaison to other departments and affiliates.Use MS Office, including Word, Excel and PowerPoint to prepare reports, correspondence, contracts, charts etc.Treat members with respect and courtesy; respond to or direct requests for service appropriately and promptly.Receive visitors and staff. Screen and route telephone calls and mail.Coordinate meetings; location, food, AV in conjunction with TPL departmentEnter data into databases, including VAN and IMSConduct comparison research, including calling municipalities and locals for information, salary schedules and specific contract provisionsEnter and follow-up on settlement reports, post new contracts in the database and follow-up on outstanding contractsTrack and maintain reports for local bargaining.Submit requests for assistance to Boston Benefit Partners from locals and reviews associated billingPrepare green sheets, purples sheets, ULPs and other chargesSubmit health and safety consultant requestsPrepare correspondence Proofread documents for accuracy, completeness and clarityMaintain adequate office supplies and orders as necessaryAttend meetings and records notes as requestedPrepare monthly reports and submissions, including reports from part-time field staffMaintain off-site storage and handles requestsReview monthly billing for accuracy and add correct account number for paymentCreate PowerPoint presentationsCreate spreadsheets in Excel with proposals costs and scattergram analysisIncorporate MOAs into new CBAsCreate automatic reminders: e.g. notices for contract reopenersOther duties as assigned. Qualifications: High School Diploma. College or formal secretarial training preferred. Three to five years of office experience including recent administrative experience.Ability to meet the public with confidence and to work harmoniously with members and staff.Must possess excellent written and verbal communication skills, strong organizational skills and attention to detail.Proficiency with MS Word, Excel, PowerPoint.Familiarity with database applications.Ability to prioritize, handle multiple tasks simultaneously and must be responsive to deadlines.Must have high-level of dependability and carry out responsibilities with positive, cooperative attitude.Ability to lift up to 20 lbs. *MTA reserves the right to waive any qualifications at its discretion* The MTA is an Equal Opportunity Employer. We celebrate diversity and are committed to creating an inclusive environment for all staff. PI207683153

Company DescriptionUncommon Schools is a nonprofit network of high-performing, public charter schools providing an outstanding K-12 education in historically under-resourced communities. We have proudly built schools that reflect our student population, with more than 60% of our teachers and staff across our network identifying as a person of color. Uncommon currently manages 53 schools serving more than 20,000 students in five cities: Boston, Camden, New York City, Newark, and Rochester. We are proud that Uncommon graduates persist in and graduate from college at five times the rate of their peers nationally. We achieve this by offering strong academic, co-curricular, and social-emotional learning that prepares students for success in college and beyond.Roxbury Prep consists of four schools serving students in grades 5 through 12. We believe in strong authentic relationships between teachers and students, supported by effective school systems and an engaging instructional model that enables students to flourish academically and personally. Roxbury Prep students have an impressive 98% college acceptance rate and collectively earned 1.3 million dollars in scholarships last year.Job DescriptionUncommon High School Spanish teachers work in grade level and content teams to develop students who are global citizens. Our teachers become experts in their course content, and have a keen sense of how to motivate and inspire high school students. Communicating in Spanish is at the heart of all classes. Spanish teachers use a variety of instructional strategies to create an environment where students feel safe expressing themselves in a new language. At the conclusion of high school, students are prepared for academic autonomy and college preparatory work.Responsibilities:1. InstructionYou'll build students' bilingual skills and enhance their understanding of the Spanish language using a curriculum that prepares them for Advanced Placement (AP) and collegiate level coursework.You’ll help students gain confidence in navigating print and audio authentic sources.You'll teach students how to build and enhance their foreign language skills-reading, writing, speaking and listening.You'll cultivate students' cultural awareness by helping them learn a new language.You'll share your passion for the Spanish language to build a community of students who are confident in speaking Spanish.You will build students' skill and comfort with engaging in conversation in Spanish.You'll work with the Spanish department to develop academic and engagement goals for students.2. Data AnalysisYou'll meet weekly with your principal and/or instructional coach to analyze and respond to trends in student work samples and assessments.You'll learn and implement strategies to differentiate instruction for all learners in your classroom.3. School CultureYou’ll build positive relationships with students to ensure they feel seen, loved, and heard.You’ll partner with students’ families to ensure appropriate resources are available to support their child's learning needs.You'll engage in practice-based professional development, mentorship, and coaching sessions.You'll participate in weekly, school-wide meetings to cultivate community, model our core values, and encourage student achievement.You'll partner with your grade level team to develop academic goals and practice instructional strategies.QualificationsA commitment to the mission of Uncommon Schools and investment in our vision for being an anti-racist organizationA demonstrated commitment to supporting students’ social emotional and academic developmentAn enthusiasm for collaborating with internal and external partners in the best interest of studentsA self-directed learner who solicits and implements feedback to improve outcomes and achieve objectivesRequired Experience:A demonstrated interest in impacting K-12 students in urban schools and communities (1-2 years experience preferred).Academic expertise in Spanish or other related fields of study.Prior to the start of employment, you must have a bachelor's degree from an accredited college or university and have earned a cumulative GPA of 2.5 or higher by the time employment begins. You do not need to be certified to be hired; however, if hired you will need to pass state teacher certification tests to meet the MA state requirements.Additional InformationOur people are what makes us Uncommon. We believe our compensation philosophy and benefits should reflect our values—equity, transparency, and clarity—to enhance our ability to attract and retain talent and reward their expertise. Our staff receive best-in-class training, coaching, and support to develop and operate mission-driven schools that provide a high-quality education to our students and families.Compensation for this position: The starting compensation for this role based in Boston is between $57,000 to $79,500. The starting pay will depend on various factors that may include but are not limited to professional experience, education, training, certifications, tenure with Uncommon Schools, and work location. Because we value staff tenure in each role, we do not currently cap salary ranges. Please note: ranges may differ for staff who work from a location other than Boston.Benefits: We offer comprehensive, flexible, and competitive benefits that support the personal health, wellness, and finances of our staff and their families.Uncommon believes in the importance of being a diverse, equitable and inclusive organization that enables our students and staff to thrive. We are committed to building an exceptional team that reflects the diverse backgrounds and experiences of our students. We also strive to ensure an inclusive community by creating a space for meaningful dialogue about issues of race and identity for our staff and students. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability. We also ensure that individuals with disabilities receive all privileges and benefits associated with employment and are provided reasonable accommodations for the interview process and to perform core job functions.

Company DescriptionUncommon Schools is a nonprofit network of high-performing, public charter schools providing an outstanding K-12 education in historically under-resourced communities. We have proudly built schools that reflect our student population, with more than 60% of our teachers and staff across our network identifying as a person of color. Uncommon currently manages 53 schools serving more than 20,000 students in five cities: Boston, Camden, New York City, Newark and Rochester. We are proud that Uncommon graduates persist in and graduate from college at five times the rate of their peers nationally. We achieve this by offering strong academic, co-curricular, and social-emotional learning that prepares students for success in college and beyond.Roxbury Prep consists of four schools serving students in grades 5 through 12. We believe in strong authentic relationships between teachers and students, supported by effective school systems and an engaging instructional model that enables students to flourish academically and personally. Roxbury Prep students have an astounding 98% college acceptance rate and collectively earned 1.3 million dollars in scholarships last year.Job DescriptionUncommon Special Education teachers are passionate about developing and monitoring accommodations for students with special needs. Special Education teachers advocate for students and believe that specialized instruction and related services increase academic achievement. Special Education teachers offer academic, emotional, and physical support while maintaining high expectations.Responsibilities1. InstructionYou'll modify, differentiate, and teach an inclusive curriculum that emphasizes diversity.You'll collaborate with families and Special Education teams to develop 504 and Individualized Education Plans (IEPs) that offer appropriate accommodations and modifications.You'll create an inclusive and safe environment where students feel empowered to become self-guided learners.2. Special Education Specific ResponsibilitiesYou'll collaborate with general education teachers, school leaders, and families to analyze and respond to trends in student work samples and assessments and ensure compliance with Individualized Education Plans.You will gather academic growth data and write goals to prepare for annual IEP meetings.You will teach pull-out, push-in, small group, and one-on-one instruction and implement strategies to differentiate instruction for all learners in your classroom.3. School CultureYou’ll build positive relationships with students to ensure they feel seen, loved, and heard.You’ll partner with students’ families to ensure appropriate resources are available to support their child's learning needs.You'll engage in practice-based professional development, mentorship, and coaching sessions.You'll participate in weekly, school-wide meetings to cultivate community, model our core values, and encourage student achievement.You'll partner with your grade level team to develop academic goals and practice instructional strategies.QualificationsA commitment to the mission of Uncommon Schools and investment in our vision for being an anti-racist organizationA demonstrated commitment to supporting students’ social emotional and academic developmentAn enthusiasm for collaborating with internal and external partners in the best interest of studentsA self-directed learner who solicits and implements feedback to improve outcomes and achieve objectivesRequired Experience:A demonstrated interest in impacting K-12 students in urban schools and communities (1-2 years experience preferred).Academic expertise in Special Education, the Humanities, Social Sciences, STEM, or related fields of study.Prior to the start of employment, you must have a bachelor's degree from an accredited college or university and have earned a cumulative GPA of 2.5 or higher by the time employment begins. You do not need to be certified to be hired; however, if hired you will need to pass state teacher certification tests to meet the MA state requirements.Additional InformationOur people are what makes us Uncommon. We believe our compensation philosophy and benefits should reflect our values—equity, transparency, and clarity—to enhance our ability to attract and retain talent and reward their expertise. Our staff receive best-in-class training, coaching, and support to develop and operate mission-driven schools that provide a high-quality education to our students and families.Compensation for this position: The starting compensation for this role based in Boston is between $57,000 to $79,500. The starting pay will depend on various factors that may include but are not limited to professional experience, education, training, certifications, tenure with Uncommon Schools, and work location. Because we value staff tenure in each role, we do not currently cap salary ranges. Please note: ranges may differ for staff who work from a location other than Boston.Benefits: We offer comprehensive, flexible, and competitive benefits that support the personal health, wellness, and finances of our staff and their families.Uncommon believes in the importance of being a diverse, equitable and inclusive organization that enables our students and staff to thrive. We are committed to building an exceptional team that reflects the diverse backgrounds and experiences of our students. We also strive to ensure an inclusive community by creating a space for meaningful dialogue about issues of race and identity for our staff and students. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability. We also ensure that individuals with disabilities receive all privileges and benefits associated with employment and are provided reasonable accommodations for the interview process and to perform core job functions.

The Gerrish School of Business at Endicott College is seeking adjuncts to teach economics courses. Endicott College is a welcoming community with engaged staff, faculty, students, and a beautiful campus. Endicott celebrates diversity and strives to bring a mix of talented people-representing a variety of backgrounds, perspectives, and skills-together to do their best work. The more inclusive we are, the better our work will be. Endicott College's School of Business is in search of adjuncts to teach the following courses. These courses are scheduled to be conducted on campus and in the classroom with social distancing and other safeguards in place : Macroeconomics Microeconomics Qualifications include: Masters in Business or related field College level teaching experience required Endicott College is a Baccalaureate, Master and Doctoral Degree granting institution located on the North Shore of Massachusetts. Endicott enrolls more than 2,850 undergraduates and 2,400 Doctorate, Master and Professional Studies students on its Beverly Campus. We look forward to hearing from you. Powered by JazzHR

About City Year City Year, an AmeriCorps program, helps students across schools succeed. Diverse teams of City Year AmeriCorps members provide support to students, classrooms and the whole school, helping to ensure that students in systematically under-resourced schools receive a high-quality education that prepares them with the skills and mindset to thrive and contribute to their community. What You'll Do As a First Year City Year AmeriCorps member, your service will focus on coaching and mentoring elementary, middle and/or high school students. You will help these students earn academic success, improve their attendance, learn social-emotional skills and develop positive behaviors at school. You will plan and monitor individual student progress and also work with teachers on whole class instruction, breakout spaces and other in-class student assistance. Your Role and Responsibilities Experience in all these tasks is not necessary. We provide 2-4 weeks of training at the beginning of the year to support you. Plus, you will work with partner teachers and school staff every step of the way. Support academic coaching and social emotional development for students: Work with identified students 1:1 and in small groups Develop literacy and/or math skills varying learning activities by student level, answering student questions and encouraging assignment completion Create and implement a behavior management system for students Develop social-emotional skills throughout their day, using proven strategies of learning, practicing, reflection and repetition Collaborate with teachers and team members to collect, record, analyze and monitor individual student progress, participating in facilitated reviews of student data collected and entered into City Year's student data system Create an engaging, safe and healthy classroom space in collaboration with the teacher Support Whole School initiatives to increase engagement with students and families: Support and/or conduct extended day and virtual programming for students before, during and after school including, but not limited to, academic enrichment and intervention, homework support, recreation and student clubs, service learning, and leadership development Create, support and/or co-lead events or programs that recognize and appreciate student growth and/or achievement in math, literacy, attendance, and behavior Engage students, parents/guardians, and/or community members in education or social issues through member led themed events at schools or on virtual platforms City Year benefits You will receive: Health, Dental, and Vision Insurance Curalinc Employee Assistance Program Talkspace Therapy Program Benefit Advocate Center Bi-weekly living stipend Workers' compensation Relocation support Benefits specific to City Year location Career and University partnerships and scholarships City Year / AmeriCorps Uniform parts AmeriCorps and other federally-issued benefits You will be eligible for: Segal AmeriCorps Education Award Child care benefits paid by AmeriCorps Loan forbearance and interest accrual payments for qualified student loans Time accrual toward the U.S. Department of Education's Public Service Loan Forgiveness Program, (see Reduction of Education Costs) Income-based Loan Repayment Plan (IBR) Eligibility Requirements City Year AmeriCorps members are as diverse a group as the communities we serve. We're looking for you if you want to build yourself, give back and are ready to change the world. Be a U.S. citizen or legal permanent resident (Authorization to work in the U.S. is not sufficient. Those with DACA status unfortunately are not eligible at this time) Have a GED or high school diploma, some college experience, or college degree Have served no more than three terms in an AmeriCorps state or national program Agree to complete a background check

About City Year City Year, an AmeriCorps program, helps students across schools succeed. Diverse teams of City Year AmeriCorps members provide support to students, classrooms and the whole school, helping to ensure that students in systematically under-resourced schools receive a high-quality education that prepares them with the skills and mindset to thrive and contribute to their community. What You'll Do As a First Year City Year AmeriCorps member, your service will focus on coaching and mentoring elementary, middle and/or high school students. You will help these students earn academic success, improve their attendance, learn social-emotional skills and develop positive behaviors at school. You will plan and monitor individual student progress and also work with teachers on whole class instruction, breakout spaces and other in-class student assistance. Your Role and Responsibilities Experience in all these tasks is not necessary. We provide 2-4 weeks of training at the beginning of the year to support you. Plus, you will work with partner teachers and school staff every step of the way. Support academic coaching and social emotional development for students: Work with identified students 1:1 and in small groups Develop literacy and/or math skills varying learning activities by student level, answering student questions and encouraging assignment completion Create and implement a behavior management system for students Develop social-emotional skills throughout their day, using proven strategies of learning, practicing, reflection and repetition Collaborate with teachers and team members to collect, record, analyze and monitor individual student progress, participating in facilitated reviews of student data collected and entered into City Year's student data system Create an engaging, safe and healthy classroom space in collaboration with the teacher Support Whole School initiatives to increase engagement with students and families: Support and/or conduct extended day and virtual programming for students before, during and after school including, but not limited to, academic enrichment and intervention, homework support, recreation and student clubs, service learning, and leadership development Create, support and/or co-lead events or programs that recognize and appreciate student growth and/or achievement in math, literacy, attendance, and behavior Engage students, parents/guardians, and/or community members in education or social issues through member led themed events at schools or on virtual platforms City Year benefits You will receive: Health, Dental, and Vision Insurance Curalinc Employee Assistance Program Talkspace Therapy Program Benefit Advocate Center Bi-weekly living stipend Workers' compensation Relocation support Benefits specific to City Year location Career and University partnerships and scholarships City Year / AmeriCorps Uniform parts AmeriCorps and other federally-issued benefits You will be eligible for: Segal AmeriCorps Education Award Child care benefits paid by AmeriCorps Loan forbearance and interest accrual payments for qualified student loans Time accrual toward the U.S. Department of Education's Public Service Loan Forgiveness Program, (see Reduction of Education Costs) Income-based Loan Repayment Plan (IBR) Eligibility Requirements City Year AmeriCorps members are as diverse a group as the communities we serve. We're looking for you if you want to build yourself, give back and are ready to change the world. Be a U.S. citizen or legal permanent resident (Authorization to work in the U.S. is not sufficient. Those with DACA status unfortunately are not eligible at this time) Have a GED or high school diploma, some college experience, or college degree Have served no more than three terms in an AmeriCorps state or national program Agree to complete a background check

The Accounting and Law Division presently has no openings for adjunct faculty, however, we do accept applications from qualified applicants for adjunct faculty positions, and review these periodically for when an opening does become available. ADJUNCT LECTURER IN BUSINESS LAW Course Description: LAW1000 is an introduction to business law and the legal system. It teaches students to identify, analyze, and handle legal issues which commonly occur in the business setting and to use law to create and capture value for businesses in areas such as contracts, business organizations and intellectual property. The course surveys a number of additional business law topics, such as torts and crimes, product liability, agency and employment, consumer protection, and securities law. A successful applicant is an individual who: Holds a law (JD, LLB) degree from an accredited university and is professionally licensed. Has a strong record of teaching from years of experience in legal practice. Minimum five years prior professional experience preferred. Is enthusiastic about teaching Babson students to understand and use law to think entrepreneurially and take action to create economic and social value everywhere. Has a firm commitment to teaching excellence, collaboration, and inclusiveness. Is actively engaged as a professional. Babson College's commitment to diversity of all kinds empowers our students to consider possibilities beyond their own individual experiences - to design products and processes, found companies and create value that will transform businesses, communities and lives. As such, Babson is continually focused on attracting exceptional talent that will add a richness to the academic experience. We are an equal opportunity employer. We evaluate qualified applicants without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, veteran status, or any other protected characteristic. The EEO is the Law poster is available here. Babson College is committed to enhancing diversity and inclusion across all levels of the College. Candidates who believe they can contribute to this value are strongly encouraged to apply. The College does not offer visa sponsorship for this position.

Now Accepting Applications for Summer 2023The Institute of Reading Development is now hiring summer teachers for our reading programs for students of all ages. We teach most of our students online, but will also offer in-person classes this summer on campus at Boston University, our local partner institution. Teaching schedules may consist of both online and in-person classes.In these programs we combine skills instruction with the experience of reading and discussing really good books. We help our students develop strong fluency and comprehension skills. Our mission is to inspire a lifelong love of reading.This is a great opportunity to do challenging and meaningful work in a supportive environment. Teaching experience is valuable but not necessary, and we do not require teaching certification. We welcome your application, whether you are an upcoming or recent college grad, a graduate student, a current teacher, or looking to make a career switch into education.Our Teachers:Earn between $600-$700 per week.Receive comprehensive paid training and ongoing support.Gain over 250 hours of experience teaching their own classes to students from 4-year-olds to adults.Schedule Details and Commitment:10-week seasonal commitment: 3 weeks of paid training followed by 6-7 weeks of teaching.37-40 hours per week.Schedules consist of five days of teaching per week, including both weekend days.Flexible start dates throughout May and June. Please see the application for more details.Entry-level position, with opportunities for continued employment with the Institute after the summer.Successful Institute Teachers:Have strong reading skills and read fiction for pleasure.Are responsible and hard-working, with strong communication and organizational skills.Are comfortable and confident with technology.Have a bachelor's degree or higher.Are active, patient, and supportive with students and parents.We look forward to reading your application soon.Learn more about us and our reading programs at https://instituteofreadingdevelopmentteachingjobs.com/#CWTeachers

To be considered for this position, candidates must apply to the Family Liaison [Candidate Pool Posting] (SY23-24) and be screened through the Central Office screening process.Family LiaisonThe BPS vision for family and student engagement is that every school will welcome every family and every student, and actively engage them in student learning and school improvement. Families and communities are integral partners with schools in the educational and life success of our students. The Boston Public Schools is seeking entrepreneurial and persistent influencers to serve alongside dedicated educators and administrators working to deliver on the promise of excellent public school education.The Family Liaison will play a key role in building the capacity of educators and families to collaborate around student success and connecting students and families to opportunities and resources.General Summary:The Family Liaison is a school-based position responsible for building the capacity of schools to authentically engage families. The Liaison’s primary role is to develop family engagement systems and activities that create strong partnerships to support teaching, learning, student achievement and school improvement. This position will work in conjunction with the principal and school staff to create a welcoming environment that values parents/guardians as full partners in the education and development of their children. The Liaison will serve as a bridge between school and home in ways that build trustful relationships, foster understanding, and relays of the needs of the one to the other. As a member of the school staff, the Family Liaison will be responsible for achieving a set of benchmarks annually.ResponsibilitiesPromotes the Boston Public Schools’ vision for family and student engagement within the BPS and greater Boston community.Conducts preliminary/annual assessment of family engagement structures and activities that exist in the assigned school utilizing school climate survey results, BPS Family Engagement Standards Assessment Tool.Develops an individual work plan, with quantifiable deliverables, that detail the Liaison role in the implementation of the schools’ goals and family/student engagement plan.Responds to concerns/issues raised by parents/guardians with empathy, and effectively follows through to resolution, and to develop strategies for building the capacity of parents to become more effective advocates for themselves and their children.Develops families’ understanding and ability to navigate the larger BPS system including making referrals to school administration and other departments.Provides school-based, regional and community support and outreach to families around school registration and transportation with support and guidance from the Transportation Office and the Office of Student, Family and Community AdvancementRefers students and their families to internal school supports and/or outside agencies (e.g. state agencies, medical professionals, counselors, foundations, non-profit organizations, etc.) for the purpose of ensuring the need of students and families are metSupports the school develop a plan that ensures consistent, effective, timely, and accessible communication with families in a variety of ways including the home languages of families.Collects, maintains and reports accurate data to document outcomes and impact of family engagement activities at the school level, using an electronic database.Provides oversight and ensures the recruitment and retention of parents/guardians to the School Parent Council and School Site Council while engaging and developing parent leadership in decision-making processes.Organizes family engagement events and workshops that address areas of interest and need for families such as: understanding the school report card, child development, school policies, effective parent-teacher conferences, bullying, college and career readiness, parenting skills, understanding the curriculum, effective advocacyProvides coordination and technical assistance to ensure that parent involvement requirements are met; compiles materials and creates files to document compliance.Manages outreach to families and students at risk of chronic absenteeismEnsures that every student is enrolled in a summer program including tracking progress and providing program and opportunity information to parents/guardiansEnsures that families understand their rights including retention and disciplineWorks with the school social worker, Instructional Facilitator, and nurse to coordinate supports for students and familiesParticipates in regular professional development as directed by the district to improve skills and gain knowledge about family engagement research and best practice.Knowledge, Skills & Characteristics:Qualifications - Required:Education: High School Diploma or GEDForty-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 (http://www.ets.org/parapro/) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html).At least 3 years of experience working with diverse families and in an urban setting and knowledge of their needsExcellent verbal and written communication skillsDeep knowledge of the functions and resources of community organizations and social service agencies providing services to families and children in BostonProficient verbal and written communication skills in dominant home language of the families of the desired school (see attached list of schools with languages)Ability to take independent initiative, while committing to collaborationAbility to work a flexible schedule including early mornings, evenings, and weekends based on school, family, and district needsAbility to employ tact, diplomacy, and sound judgement in dealing with sensitive issues and challenging situationsStrong organizational skillsProficient in the Microsoft Office suiteAbility to leverage (and when needed learn) technology and software applications to create reports, maintain records, and provide dataAbility to create and maintain strong community collaborationsSome experience in developing and/or leading interactive workshops and trainingsWillingness to learn and apply new skills and contentDemonstrated cultural proficiency and ability to lead others in conversations of race and culture.Deep knowledge and understanding of, and demonstrated ability to connect with the ethnic background of students and families served.Qualifications - Preferred:Bachelor’s degreeMultilingual - Proficient verbal and written communication skills in multiple languagesCertification in translation and/or interpretationReliable transportationConflict negotiation training and experienceTerms: BTU, Paraprofessional Unit,Family Liaison, 215 days per year, 40 hours per week (The 215 work year is July 1st to June 30th and shall include 180 days in which school is in session and 35 days outside of the school year; the 35 workdays outside of the school year shall be assigned as determined by the School Principal/Head of School in partnership and agreement with the Office of Student, Family, and Community Advancement)The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Job Description:Boston Public Schools (BPS) seeks an exceptional Cluster Substitute Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.Cluster Substitute Teachers are those teachers assigned to a single school to cover teacher absences for ten days or fewer per absence. Assignments at the school may be subject to change daily.Reports to: Principal/Headmaster of the school.Required Teacher Competencies:Accountability for Student Achievement(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for content area and the pedagogy it requiresDemonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement(III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community.Qualifications - Required:Education: Minimum of an undergraduate college/university degree.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.Successfully complete a screening interview with the BPS Office of Human Capital.Pass a CORI/SORI criminal background check.Qualifications - Preferred:Massachusetts Teaching License in assigned content and grade level, including SEI Endorsement if applicable.Experience in a school or community setting working with children or young adults.Experience teaching 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, Group 2Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") 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 in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Description:Title: Director of Social Emotional LearningReports to: Chief Program OfficerDepartment and Position Overview:At Steppingstone, we believe that social emotional learning is essential to Scholars' success in middle school, high school, and beyond, and that this learning needs to be infused into all parts of the program for it to be most effective. To this end, the SEL programming at Steppingstone is largely preventative, consisting of community building programming, psychoeducational curriculum, an Advising system based on strong relationships, and staff professional development.The Director of Social Emotional Learning will lead the promotion, implementation and evaluation of social and emotional learning across all program divisions. The Director will manage a team that will ensure the social and emotional needs of all Scholars are met. The Director will oversee the development of curriculum, coordinate climate and culture activities, evaluate the development of Scholars' foundational skills and ensure the effectiveness of the advising systems across program divisions.Academic Year Schedule:The Director will work a Tuesday-Saturday schedule during the school year. Wednesday afternoons during the school year end around 6:30 p.m., and occasional additional evening work is mandatory. In person programming occurs at Boston Latin Academy on Saturdays and the Director will be expected to be at that location from 8:00 a.m. - 3:00 p.m.During the school year, this position will be a hybrid role with two days in office, one day at the program site on Saturdays, and two days remotely, with some flexibility around work hours.Summer Schedule:During the summer, employees will work a Monday-Friday schedule. Steppingstone hosts a 6-week in-person program for Scholars, which will be held at Milton Academy in July and August. The Director must be able to work in person at Milton Academy, Monday-Friday from approximately 7:30 a.m. - 3:45 p.m., and until 5:00 p.m. on Wednesdays for faculty meetings. Due to the nature of the summer session, PTOs are granted on a very limited basis from the end of June through August. The Director will provide support to other program teams as needed.A $500 home office set-up stipend will be provided upon hire, followed by quarterly stipends of $50. Laptops are provided to each employee to enhance the hybrid experience.Salary: $62,500 - $67,000Start Date: March 2022Responsibilities:Staff ManagementSupervise a staff of 2 direct reports by providing effective support, coaching, and management to all direct reportsFacilitate cross-program SEL teamSupport continued professional development and growth for all Advisors through regular and effective Advisor trainings, observations and feedback, and exposure to external training opportunitiesSocial Emotional Learning LeadershipStrengthen effective advising of all Scholars by: co-facilitating weekly Advising Team meetings and serving as a consultant to staffManage and support the creation of developmentally appropriate social-emotional curriculum Ensure the development of community building activities to support Scholars' social-emotional learning in a restorative community with high expectationsAssess Scholar needs, offer short term interventions and make referrals as necessaryKnowledge ManagementEnsure data collection and analysis needed to evaluate impact of social-emotional services provided to Scholars and familiesSupport the development and use of organizational referral baseProgram ManagementSupport facilitation of effective communication among and between teams; work closely with program directors to provide clear roles, responsibilities, and support for staff and faculty in relation to social emotional learning Support the successful transition of Scholars to new schools, especially predominantly white institutionsEnsure organizational compliance with all legal and organizational standards concerning Scholar emotional safety, and serve as primary contact for Department of Children and FamiliesHelp to deliver core programs by supporting the admission process and the implementation of successful programRequirements:Required Knowledge and Skills: Demonstrated commitment to educational and racial equity in college access and successDemonstrated knowledge of current research and evidenced-based best practices in Social Emotional Learning, and creating supportive and responsive school or program culture Experience implementing and evaluating Social Emotional Learning frameworks in schools or youth programsAbility to communicate effectively with students and staff from diverse cultural, social, economic, and educational backgroundsExperience designing and delivering professional learning for staffStrong leadership and staff management skills with experience leading an effective teamEffective project management skills combined with ability to problem-solve, set and drive priorities, and monitor progress towards goalsExceptional strategic, analytical and critical thinking skills with an ability to use data to make decisions and to translate strategy to plan and actionStrong verbal and written communication skills Strong relationship-building and group facilitation capabilities across differing stakeholdersOrientation towards continuous learning for self and othersEducation and Work Experience:Masters level degree in school counseling, social work, education or related fieldMinimum of 3 to 5 years of successful experience working with middle-grade and/or high school students in an urban, multicultural settingMinimum of 2 years of staff management experienceExperience in Boston public, charter, or independent schools is desirablePhysical Demands:Lifting up to 20 pounds, standing, walking, sitting, reaching, operating computer and office equipment Pursuant to the ADA, Steppingstone will provide reasonable services and accommodation(s) to employees with qualified disabilities in order to perform the essential functions of their employment, except when doing so would be unduly disruptive and/or result in undue hardship to the organization. COVID-19 Vaccination Requirement:As a condition of employment, all Steppingstone employees, including full-time, part-time, temporary and contract employees, and interns, must be fully vaccinated against COVID-19. To be considered fully vaccinated, individuals must have received two doses of the approved Pfizer/Moderna COVID-19 vaccine or single dose of the Johnson & Johnson COVID-19 vaccine, and remain up to date with all boosters recommended by the CDC prior to the finalization of the hiring process. Finalists will be given details about how to demonstrate receipt of vaccination.Reasonable accommodations will be considered on a case-by-case basis for exemptions to this requirement in accordance with applicable law. Applicants should be aware that for external-facing roles, particularly those involving close contact with students, accommodations that involve remaining unvaccinated against COVID-19 may not be deemed reasonable. Steppingstone will engage in the interactive accommodation process on an individualized basis in light of each particular role.To Apply: Please submit your resume and a thoughtful cover letter outlining how your skills and experience meet the qualifications of the position, and how you learned about this position. Applications will be reviewed on a rolling basis.Employee Benefits:Generous paid time off (over 8 weeks total, as outlined below)15 days PTO2 days Discretionary Time Off5 wellness days12.5 holidays2 weeks paid office closure$500 Home Office Set-up Stipend; plus $50 quarterlyHealth, Dental and Vision coverageLife, Short-Term and Long-Term disability insuranceHealthcare Reimbursement Account Plan (HRA)Pet InsuranceFlexible ScheduleRetirement PlanTuition & Professional Development reimbursementFlexible Spending Accounts - Health and Dependent CarePre-tax Transportation Plan (Transit & Parking)Employee Assistance Program (EAP)Membership to the National Partnership for Educational Access (NPEA)Steppingstone Core ValuesPower of OneWe honor every voice and believe we are strongest when we work together.We recognize, respect, and nurture the fullness and complexity of each member of our community.We believe in the power of belonging and seek to create a welcoming and inclusive culture.Walk the WalkWe partner with every Scholar and family, supporting them holistically throughout their own educational journey.We work with clear and measurable purpose, using data to drive collective decision-making and challenge assumptions.We create spaces for difficult conversations to transform our thinking and move us forward.Embrace GrowthWe strive to operate as an anti-racist organization and commit to continuous learning and action in the service of this goal.We provide opportunities for everyone in our community to flourish and reach their full potential.We make time for reflection, learn from past experiences, and take initiative in response to changing needs and new ideas.The Steppingstone Foundation is an equal opportunity employer and will not discriminate against any individual, employee, or application for employment on the basis of race, color, marital status, religion, age, sex, sexual orientation, national origin, or handicap, as defined by law.PI208285114

Boston Green Academy, an innovative “in-district” charter school within the Boston Public Schools, is seeking to hire skilled and inspiring staff who are committed to increasing academic achievement for all students. Boston Green Academy welcomes diverse students of all abilities, educates and empowers them to succeed in college and career, and prepares them to lead in the sustainability of our community and world. Located in Brighton, BGA serves over 500 diverse and amazing students in grades 6-12 from all over the City of Boston. To learn more about our school community, please visit www.bostongreenacademy.orgBoston Public Schools seeks an exceptional SOCIAL STUDIES TEACHER with an SEI endorsement who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.REPORTS TO: Principal/HeadmasterRESPONSIBILITIES:Teach: Social Studies in an SEI setting.CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:Accountability for Student Achievement(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for content area and the pedagogy it requiresDemonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement(III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community.QUALIFICATIONS - REQUIRED:Education: Hold a Bachelor’s degree.Hold a valid Massachusetts Teaching License for the content and grade level in Social StudiesHold either SEI Endorsement OR dual certification in ESL.Meet all state and federal guidelines in order to be fully licensed and "Highly Qualified."Ability to meet the "Dimensions of Effective Teaching" established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.QUALIFICATIONS - PREFERRED:Experience teaching in urban schools.BPS values linguistic diversity and believe 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.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).TERMS: BTU, Group IPlease refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") 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. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the school year.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

JobID: 4091Position Type: High School Teaching/TeacherDate Posted: 3/17/2022Location: Newton North High SchoolDepartment: MathematicsJob Title: Mathematics Teacher FLSA Status:(Exempt/Non-exempt) Exempt; Unit A Reports To: Mathematics Department Head/ PrincipalIn compliance with state and federal laws, newton public schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual’s qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute.Summary:The Mathematics Teacher has direct and primary responsibility for planning and teaching 4 mathematics classes each meeting 4 times per week (3 55-minute and 1 75-minute block for each class, every week). The position involves the implementation of all aspects of unit and lesson design (planning), lesson delivery (instruction), assessment and analysis of student progress, and communication with the adults in the lives of students (parents, guidance counselors, administrators, and support faculty).Mathematics teachers are expected to follow a prescribed course outline maintaining an appropriate pace to prepare students for departmental midyear and final exams. Knowledge of state and national standards along with the integration of these standards into unit and lesson design is expected. The mathematics teacher should be content experts in the high school curriculum and have strong familiarity with the mathematics required beyond high school (e.g., in college course, for making life decisions, etc.).The primary responsibility of the mathematics teacher is lesson delivery. This involves the implementation of lessons designed to help students learn both the skills and concepts present in the curriculum. Knowledge of the development needs of students, creativity in building lesson activities, familiarity with the use of visual aides, clarity of explanations, ability to find and use multiple resources (from other teachers, from a variety of textbooks, etc.) and the use of technology to enhance student learning are necessary. The teacher should be familiar with and able to implement appropriate instructional approaches including direct instruction, group learning, student exploration, etc.). The ability to manage a class including the minute-by-minute timing of a lesson and the setting and maintaining of expectations for student behavior is required. A teacher must also be able to assist students in learning how to “be a student” including managing time, organizing work, come to class with materials, and studying for exams.The Mathematics Teacher is expected to have knowledge of learning disabilities and how they may impact a student’s ability to learn mathematics. The teacher is responsible for implementing accommodations and modifications needed to help a student access and learn course content. This includes participation in team meetings to help develop education plans that will best serve the learning needs of students.This position is also responsible for designing and implementing assessments that determine a student’s progress in learning skills and concepts. Assessments must also be used to help diagnose student difficulties and provide appropriate remediation and/or adjustment to teaching practice. Assessing student progress includes the use of formative and summative assessment, and the reporting of assessment results to students, families, and other faculty as appropriate to best support student learning.Strong communication skills are a requirement. The Mathematics Teacher needs to remain in regular contact (through face-to-face meetings, e-mail, by phone, and, occasionally in writing) with parents/guardians regarding student progress communication information about behavior of students, academic performance, and other issues as they arise on a daily basis. The Mathematics Teacher must also be able to communicate and collaborate with colleagues in all of the areas described above. Teachers are expected to work in teams to build curriculum and improve instructional practice. Continuing professional development for the improvement of practice and content knowledge is expected.Teachers must possess strong interpersonal skills, a desire to work with high school aged students, flexibility to deal with the unexpected, and willingness to accept and act upon critical feedback. The position requires the ability to communicate verbally and visually. Must have expertise in the use of a computer (Microsoft Office, an equation editor, geometry software, etc.) to develop and adapt documents and materials for use in the classroom.Full-time teachers are assigned 6 semester-length duties throughout the year with one of those duties assigned as an advisory teacher. Advisory teachers are expected to help students form positive and appropriate relationships with each other and with the teacher. Advisory teachers help students navigate the school environment while working through academic and social issues. Furthermore, advisory teachers are responsible for implementing the state mandated anti-bullying curriculum. A full-time teacher also staffs two “J-Block” after school help sessions per week to provide students with assistance outside of the classroom.Qualifications:Required Qualifications:Bachelor’s Degree in Mathematics or a closely related field that includes advanced coursework in mathematicsMassachusetts Mathematics Teaching License (9-12)Completion of a student teaching experienceDesired Qualifications:Master’s Degree in Mathematics EducationAt least one year of teaching experience beyond student teachingEssential Job Duties and Responsibilities (Not Limited To):Prepare and deliver instructional lessons using a wide-variety of techniquesPrepare and deliver instructional lessons that assist students in successfully learning course contentMake in the moment decisions based on assessment of student academic and social needsDesign, administer and grade assessmentsTrack student progress in learning course objectivesCommunicate verbally (in person and by phone) and in writing (via email or other means) with parents/guardians/other faculty regarding the progress, behavior and attendance of studentsUse a computer and other technology to support student learning in and out of the classroom (this may include maintaining an informational website for students and families)Implement accommodations and curricular modifications as specified in educational plans (IEPs) and as needed to meet the learning needs of studentsProvide students with support (remediation and enrichment) using a variety of strategiesResearch and learn new and innovative ways to approach classroom content in the classroomCollaborate with colleagues on curriculum, lesson and assessment designSupervise students in class and during study hallsUse an online system to record student attendance, midterm comments, term grades, and end of year gradesDistribute textbooks and use an online database to track student textbooksAssist with the administration of school and state exams including midyear and final exams, MCAS, and others as neededParticipate actively in faculty, department and team meetingsSet professional development goals, develop professional development plans, and participate in professional development activities that improve teaching practiceConsistent, reliable and punctual attendance is essential for supervision and instruction of the studentsResponsible for implementing “other job related duties” as needed.Work Environment & Physical Requirements:Work Environment:Work is generally performed in a school environment during the school day, however there may be occasions for afterschool meetings (ex: Back to School Night). Regular attendance is a necessary and essential function. Rarely absent or late unless the situation is of an emergency nature.Physical Requirements:While performing the duties of this job, the teacher is frequently required to walk, stand, sit, talk, and hear. The teacher is regularly required to bend, stoop, crouch and/or kneel.Regularly required to lift and/or move objects weighing up to 25 pounds.The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

WHAT YOU'LL DO This co-op position offers a great opportunity to experience a Financial Planning & Analysis (FP&A) role in an exciting, demanding, and fast-paced environment. Co-ops are highly valued, fully-contributing members of our team and receive significant responsibility and exposure to our customers. Through a combination of hands-on work experience, training, and mentoring, our co-ops experience rapid professional growth. Our co-ops will gain exposure to and help support several high visibility topics across the team. These include reviewing utilization and deployment of consulting resources, tracking our commercial pipeline, forecasting revenue, pricing of our consulting services, understanding our exposure to client risk-sharing arrangements, evaluating performance across client industries, analyzing the composition of our client profile, capacity scenario analysis and strategy conversations, and monthly cost reporting and budget preparation. YOU'RE GOOD AT Being a collaborative team player: Co-ops will work across the full team and assist teammates with completing ad hoc deliverables in a timely manner, lead data tracking and maintenance efforts, and help to plan and coordinate meetings and other large team events. Implementing change: Develop and proactively evolve reporting in response to business needs in order to provide senior leadership and other key customers with actionable analysis. Staying organized: Our team touches many pieces of the business that will require co-ops to be flexible and efficiently multi-task in a fast-paced environment Navigating ambiguity and multi-task in a fast-paced organization Excellent interpersonal skills with all levels of an organization YOU BRING (EXPERIENCE & QUALIFICATIONS) Must be an undergraduate student currently enrolled in the Northeastern University Co-op Program Preferably a sophomore or above with strong academic performance Prior work/co-op experience is a plus Good problem solving and analytical skills with an attention to detail Proficient in Excel; experience with PowerPoint, Slack, Outlook, Business Objects, Tableau, or Alteryx a plus Proactive, resourceful, self-starter who takes initiative Ability to handle pressure and demanding workload on reporting days Must meet the co-op program eligibility requirements of the current college/university's academic department and student must be approved by the college/university to participate in the co-op program Must be able to work full-time (40 hours/week) throughout the minimum duration of the co-op cycle (-January - June) Must be authorized to work in the United States YOU'LL WORK WITH Members of our finance team are responsible for preserving the intellectual capital, assets, and integrity of BCG. We make a decisive impact on the firm's direction, performance, and risk-management models. Finance jobs include accounting and reporting, planning and analysis, tax and treasury, financial systems, payroll, and executive compensation. ADDITIONAL INFORMATION VACCINE MANDATE: Candidates should be aware that BCG currently maintains a policy requiring all US & Canada based employees to be fully vaccinated against COVID-19. Newly hired employees must be fully vaccinated prior to their employment start date. BCG is an equal opportunity employer and will provide a reasonable accommodation to those unable to be vaccinated for medical or religious reasons where it is not an undue hardship to the company to do so as provided under applicable federal, state, provincial and local law.

Morphisec is the leading provider of Moving Target Defense for Endpoint Security. We are a small company making a big impact in the cybersecurity industry. We are seeking a part-time Marketing Intern to join our North America team.This is a great opportunity to get real-world marketing experience. As a team member at a smaller company, you’ll have exposure to a variety of tasks and projects within the marketing team. A successful candidate will have a bias for action, great communication skills, and a collaborative mindset.Details:Paid, part-time, 10-15 hours per weekRemote with occasionally attendance in the Boston officeFlexible hours to accommodate class scheduleCan be based in Boston or remoteStart time: late March. A candidate that can continue through the following school year is preferred.Roles & Responsibilities:Create social content calendar creation, write social posts, and help to manage corporate social media accounts (LinkedIn and Twitter) alongside the Digital Marketing ManagerSupport development, writing, editing, and implementation of marketing resources and storytelling assetsAudit and edit marketing emailsAide in file and data management and cleanupIdeate and produce creative marketing materials including social banners and videos (this is a “nice-to-have” skill, not a “need-to-have” skill)Collaborate with the marketing team (and sales team and agency when applicable) to deliver on the aboveRequirements:College junior, senior, or graduate student studying Marketing, Business, Digital Media, or related fieldProficiency in Microsoft Office suite including Excel, PowerPoint, and OneDrive“Nice to haves”:HubSpot experience or certificationSalesforce experienceAdobe Creative Suite experienceGraphic design or video editing experienceInterest in computer science/cybersecurity is a plusA successful candidate will be:Eager to learnAttentive to detailA good team playerNot afraid to ask questionsNote for applicants:Statistics show that disadvantaged groups are less likely to apply for a position if they feel they don’t meet all the requirements. If this position is exciting to you, even if you don’t meet all the requirements, we encourage you to apply